Faculty of Education Osmania University, Hyderabad

Transcription

1 Curriculum (For Regular Mode) B.Ed., Special Education (Hearing Impairment), B.Ed., Special Education (Learning Disability) & B.Ed., Special Education (Mental Retardation/Intellectual Disability) With effect from the Academic year Reaccredited by NAAC with A grade A University with Potential for Excellence Faculty of Education Osmania University, Hyderabad B.Ed. Spl.Education Curriculum

2 Rules and Regulations of B.Ed. Special Education (HI, Ld & MR) Course Osmania University, Hyderabad with effect from the Academic Year All the rules and regulations, herein after, specified should be read as a whole for the purpose of interpretation. I. Admission A candidate for admission to two year (4 semesters) B.Ed. Special Education (Regular Mode) Course has to qualify at the Entrance Test conducted by Osmania University, Hyderabad, Telangana State for the concerned academic year. The candidates will be admitted strictly in accordance with the merit secured at the entrance examination, keeping in view the rules and regulations in force in respect of the statutory reservation of seats under various categories of candidates. II. Curriculum Transaction Curriculum includes theory, engagement and practicum. Engagement includes seminars, discussions, assignments, case studies, field experience, etc. It also provides space for Enhancement of Professional Competencies (EPCs). This curriculum also provides an enriched experience to prepare teachers with professionalism through teaching at the institutional level 20 weeks (120 days) of internship in the school. The duration of B.Ed. Special Education will be of Two years ( Four Semesters). Total number of working days at least 400 days. Days Hour / week Hours / semester Semester I Semester - II Semester - III Semester - IV Grand Total B.Ed. Spl.Education Curriculum

3 III. Working Hours / Instructional Hours 1. Every college is expected to work for 6 hours a day. In other words, a working day should be of minimum 6 hours duration in a six-day working week i.e. 36 hours per week excluding lunch hour. 3. The college should not run B.Ed. Special Education Programme on shift system basis and the working hours of the college should be a minimum of 6 hours in a day. Any deviation from this rule may lead to the dis-affiliation and cancellation of recognition by the University, State Government and RCI. IV. Selection of Methods of Teaching i. Every candidate is expected to select two methods of teaching under B.Ed. Special Education Course. The Methods of Teaching shall be based on the subject the candidate has studied in Degree (eligibility) course. Non-languages Languages Mathematics English Biological Sciences Hindi Social Sciences Telugu Physical Sciences Note: i. No candidate is allowed to select two language methods. ii. Candidate may select one Language and one Non-language method of teaching or she / he may select any two Non-language methods under the course. V. General Rules for Examination 1. All Examinations of the University shall be held at Headquarters of the University or at such places and on such dates as may be notified. 2. Applications for permission to appear for an Examination shall be made on the prescribed form, accompanied by three passport size full face photographs (not profile) along with the necessary certificates regarding attendance, practical work, etc. The prescribed fee should be submitted to the concerned Principal on or before the date fixed for this purpose. The Principal, after verifying the eligibility of the candidate, shall forward the application to the Examination Branch of the University. B.Ed. Spl.Education Curriculum

4 3. When a candidate s application is found to be in order, the Controller of Examinations shall send, as per the University procedure in practice, the attested Hall Ticket with the photograph of the candidate affixed to it, to the Principal of the College of Education. The Principal will then ensure that the candidate has complied with all the conditions regarding eligibility criteria and only then, issue the Hall Ticket to him/her. The Hall Ticket, thus issued to the candidate shall have to be produced by the candidate before he/she can be admitted to the premises where the Examination is held. 4. A candidate who fails to present himself for the examination due to any cause whatsoever except shortage of attendance or one who fails to pass the examination shall not be entitled to claim refund of the whole or part of the examination fee or ask for the reservation of the same for a subsequent examination or examinations. 5. A candidate who has been allowed to appear at the examination of the University once, but has not been able to appear or has failed to pass the examination may be permitted to appear at the same examination again without putting in any further attendance. 6. A candidate after he/she has been declared successful in an examination shall be given a certificate setting forth the year of the examination, the subjects in which he/she was examined and the class/division/grade in which he/she was placed. 7. No candidate shall be allowed to put in attendance for or appear at two examinations at one and the same time. This rule does not apply to the examination for part-time Diploma or Certificate Courses conducted by the University. In other words, no candidate shall be allowed to pursue more than one-degree course through regular mode in O.U. 8. Students who have appeared once at any examination of the university need not put in fresh attendance if they want to re-appear for the same examination not withstanding the fact that new subjects may have been introduced or the group of subjects has been changed by the university. They will, however, have to appear at the examination according to the scheme of examination and the syllabus in force. 9. Whenever a course or a scheme of examination in O.U changes, one more examination in the following year shall be conducted according to the old syllabus/regulations. Candidates not availing themselves of this one chance or failing at this examination shall take the examination thereafter according to the changed syllabus and regulations. B.Ed. Spl.Education Curriculum

5 10. Candidates will be allotted to B.Ed. Spl. course at the time of admission, strictly depending on the merit secured at the common entrance test and subject to the rules and regulations in force from time to time, including rules of reservation. 11. Instruction in various subjects shall be provided by the College of Special Education as per the scheme of instruction and syllabi prescribed. 12. The programme of instruction, examination and vacation shall be notified by the Osmania University. 13. The medium of instruction shall be English. 14. Osmania University examinations shall be held as prescribed in the scheme of the examination. 15. The course of study shall consist of class lectures, tutorials, workshops, Internship, engagement with the field, practicum & record work. 16. The Osmania University examination in the theory papers will be a written examination. Besides the written examination, there will be practical examinations in the two methods of teaching opted by the candidate. Practicum is examined by two jury members (one internal and one external examiner) which will be conducted as per the schedule notified by the Controller of Examinations, OU. 17. Principal of the College should depute their teachers for examination work as and when assigned by the Osmania University. Examination work assigned by the University is part of duty of every teacher educator. Any kind of avoidance/negligence of examination duty shall be treated as violation of the Code of Conduct. VI. Rules of Attendance 1. The degree of Bachelor of Education shall be conferred on a candidate who, after getting admission into the B.Ed.Special Education course as specified above, has pursued a Regular Course of Study as herein prescribed and fulfilled the conditions laid-down for the attendance of students and passed the prescribed teaching examination both in theory and practical. 2. A regular course of study in Osmania University means attendance at not less than 80% in teaching /instructional period and 90% of attendance during the period of internship of the B.Ed. programme. In special cases, the Vice- Chancellor may condone deficiency of attendance not exceeding 10% on the recommendation of the Principal, based on medical certificate by an authorized medical officer B.Ed. Spl.Education Curriculum

6 approved by the Principal of the College of Education. A monthly consolidated attendance will be displayed on the college notice board on 5 th of every month. 3. For the students who are continuously absent for ten days or more, three notices will be served stating that he/she has to forfeit his/her seat, if he/she fails to report to the college immediately. 4. The students who fail to maintain 40% of minimum attendance is not eligible for seeking readmission upon full payment of all prescribed fees in the subsequent academic year. 5. The students who do not have adequate attendance will not be considered for the award of any scholarship or any kind of financial aid by the colleges or any other government or quasi-government agency. 6. Attendance shall be reckoned from the date of admission to the course in Osmania University. VII. Award of Class/Division/Grade Division % of Marks Grade Outstanding : 85% and above O First Class with Distinction : 70% and above but less than 84% A+ First Class : 60% and above but less than 69% A Higher Second Class : 55% and above and less than 59% B+ Second Class : 50% and above and less than 54% B Pass Division : 40% and above but less than 49% C Fail : Less than 40% F Minimum Pass marks in Theory Papers : 40% Minimum Pass marks in Practical Examinations /Field based reports / Records : 50% Note:Candidates who have not passed the examinations in the first attempt along with the batch in which they were admitted are not eligible for Rank Certificates / Gold Medals / Prizes Credits, Grade Letter, Grade Points, Credit Points Credit is a unit of academic input measured in terms of the weekly contact hours assigned to a course. Grade Letter is an index to indicate the performance of a student in a particular Course (Paper). It is the transformation of actual marks secured by a student in a Course/Paper. It is indicated by a Grade Letter O, A+, B+, B, C, F. There is a range of marks for each Grade Letter. Grade Point is weightage allotted to each grade letter depending on the marks awarded in a course/paper. B.Ed. Spl.Education Curriculum

7 Credit Points number of credits assigned for the paper multiplied by grade point secured for that course / paper Award of Grades Theory Practicum Range of % of Marks Grade Letter Grade Point Grade Letter Grade Point 85 to 100 O 10 O to 84 A+ 9 A to 69 A 8 A 8 55 to 59 B+ 7 B to 54 B 6 B 6 40 to 49 C Less than 40 F Semester Grade Point Average (SGPA) Credit Points for the paper = No. of Credits assigned for the paper x Grade Point secured for that course/paper. SGPA indicates the performance of a student in a given Semester. SGPA is based on the total credit points earned by the student in all the courses and the total number of credits assigned to the courses/papers in a Semester. Note: SGPA is computed only if the candidate passes in all the papers (gets a minimum C grade in all the Papers) SGPA = Total Credit Points in the Semester-1 Total Credits in the Semester-1 Cumulative Grade Point Average (CGPA) CGPA refers to the Cumulative Grade Point Average weighted across all the semesters (4 Semesters). CGPA is obtained by dividing the total number of credit points (CPts) in all the semesters by the total number of credits in all the Semesters. The final result at the end of all the semesters is declared in the form of CGPA. Note: CGPA is calculated only when the candidate passes in all the papers of all the semesters. Ex: Faculty of Education CGPA = [SGPA of I Semester x Total Credits of I Sem]. + [SGPA of II Semester x Total Credits of II Sem] + [SGPA of I Semester x Total Credits of III Sem].+ [SGPA of I Semester x Total Credits of IV Sem] Total Credits of I Semester + Total credits of II Semester + Total credits of III Semester + Total credits of IV Semester Note: The result of the successful candidates shall be classified as follows: i. First Division with Distinction: CGPA from 9.00 to ii. First Division: CGPA from 8.00 to 8.99 iii. Second Division with 55% CGPA 7.00 to 7.99 iii. Second Division: CGPA from 6.00 to 6.99 iv. Pass Division: CGPA from 5.00 to 5.99 B.Ed. Spl.Education Curriculum

8 Example Semester I Course/paper Credits % of Marks Grade Letter Grade Point Credit Points = Credits x Grade Points Paper-I: A A 8 5 x 8 = 40 Paper-II: A B 6 5x 6 = 30 Paper-III: B A+ 9 2x 9 = 18 Paper-IV: B A 8 2 x 8 = 16 Paper-V : B C 5 2 x 5 = 10 Paper-VI: C B 6 5 x 6 =30 Paper-VII: E B+ 7 2 x 7 = 14 Total Total Credit Points: 158 Total Credits: 23 SGPA = Total Credit Points in the Semester-1 = 158/23 =6.87 Total Credits in the Semester -1 SGPA for Semester-1 = 6.87 Example Semester II Course/paper Credits % of Marks Grade Letter Grade Point Credit Points = Credits x Grade Points Paper-I: A A+ 9 5 x 9 = 45 Paper-II: A B 6 5 x 6 = 30 Paper-III: A A 8 5 x 8 = 40 Paper-IV: B B+ 7 2 x 7 = 14 Paper- V: C B 6 5 x 6 = 30 Paper- VI:E B 6 2 x 6 = 12 Total Total Credit Points: 171 Total Credits: 24 SGPA = Total Credit Points in the II - Semester = 171/24 = 7.13 Total Credits in the II - Semester SGPA for II - Semester = B.Ed. Spl.Education Curriculum

9 Example Semester III Course/paper Credits % of Marks Grade Letter Grade Point Credit Points = Credits x Grade Points Paper-I: C A+ 9 5x 9 = 45 Paper-II:C B 6 5 x 6 = 30 Paper- III: C A 8 2 x 8 = 16 Paper- IV:E B 6 5 x 6 =30 Paper- V:F A 8 5 x 8 = 40 Paper- VI: D B 6 2 x 6 = 12 Paper- VII: D A 8 2x8= 16 Total Total Credit Points: 189 Total Credits: 26 SGPA = Total Credit Points in the III - Semester = 189 / 26 = 7.27 Total Credits in the III - Semester SGPA for III - Semester = 7.27 Example Semester IV Course/paper Credits % of Marks Grade Letter Grade Point Credit Points = Credits x Grade Points Paper-I: B A+ 9 2 x 9 = 18 Paper-II: B B 6 2 x 6 = 12 Paper-III: D A 8 2 x 8 = 16 Paper-IV: E B+ 7 5 x 7 = 35 Paper-V: F B+ 7 5 x 7 = 35 Paper- VI: F B 6 5 x 6 = 30 Total Total Credit Points: 146 Total Credits: 21 SGPA = Total Credit Points in the IV - Semester = 146/21 = 7 Total Credits in the IV - Semester SGPA for IV - Semester = 6.95 B.Ed. Spl.Education Curriculum

10 CGPA : Example: Faculty of Education I Semester: Total CPts = 158; Total Credits = 23 II Semester: Total CPts = 171; Total Credits = 24 I Semester: Total CPts = 189; Total Credits = 26 II Semester: Total CPts = 146; Total Credits = 21 CGPA = = 564 / 94 = VIII. Improvement of Division / Grade 1. When a candidate has passed in one or more papers/subjects in the first attempt in the regular examinations(s) conducted by the University for his/her batch, paperwise improvement is permissible only in those papers. 2. A candidate is permitted to appear for paper-wise improvement only once in the immediately following examination. 3. A candidate who wishes to improve his/her overall performance may be permitted to do so if he/she appears in the immediate next regular examination conducted by the University. 4. Regular examination means an examination conducted at the end of the academic year for which the candidates were admitted and had undergone instruction. 5. A candidate appearing for paper-wise improvement is permitted to have the better of the two awards for the purpose of award of class/division. IX. Appearance and Reappearance for the Examination 1. Candidates who have completed practical work and submitted records specified in the curriculum alone are eligible to appear for theory and practical examination of B.Ed. course. No candidate without the completion of class lectures, tutorials, workshops, Internship, practicum & record work is allowed for final university level practical and theory examinations. 2. The Principal of the College of Education will have the discretion of not allowing the candidates to appear for the final theory examination in case their practical work as prescribed is not satisfactory or incomplete at the time of sending the application form for examination. Such candidates will have to seek fresh admission or readmission in the subsequent years to complete their practical work. 3. A candidate who fails in the theory part of the examination may be allowed to reappear either in the concerned theory paper(s) in which he/she failed or in all the B.Ed. Spl.Education Curriculum

11 theory papers, at any subsequent examination without putting in further attendance, provided he/she does not change the subjects originally offered by him/her. 4. In case class lectures, tutorials, workshops, Internship, practicum & record work are not satisfactorily completed, the candidate will be permitted to appear for the semester-end examination / final practical examination only after completing such practical work after seeking admission (re-admission) to B.Ed. as a casual student and producing thereafter, certificates of satisfactory work in the required areas. 5. Attendance at N.C.C. / N.S.S. Camps or Inter-Collegiate or Inter-University or Inter-State or National or International matches or Debates, Youth Festivals or Educational Excursions if they form the part of the curriculum, or attendance at such other inter-university, inter-college activities, as approved by the university, will not be counted as absence. However, the aggregate of such absence should not exceed two weeks in the entire course period. X. Teaching Faculty as Mentors Each lecturer in the College of Education will act as a mentor. They will be entrusted the responsibility of Mentorship, who will be responsible for monitoring the overall progress of the student teacher, i.e., attendance, preparation for practicum, Internship and his overall participation in the B.Ed. programme. Each mentor will be allotted a maximum of 15 student teachers and he/she will take care of his/her progress and participation in the B.Ed. programme. Each mentor, besides providing overall guidance, is also responsible for resolving of any problems faced by the students. Mentor will authenticate the report prepared by student-teachers and conduct of practicum of the B.Ed. programme. The Principal of the College of Education is expected to submit the list of mentors and the students allotted to each mentor to the Head, Department of Education. XI. Microteaching and Internship 1. The candidates are expected to complete microteaching in each Method before going for Internship. 2. The candidates are expected to observe the demonstration lessons undertaken by the Faculty of the college in the school. 3. Every candidate shall have to undergo an internship of 20 weeks (120 working days) in a cooperating school as Intern. During this period, the candidate shall be B.Ed. Spl.Education Curriculum

12 attached to a school (within a radius of 10KM of the college) and he/she shall have to undertake duties & responsibilities on par with regular school teacher in all the school activities. During the Internship period, the concerned lecturers of the Colleges observe the lessons, Guide & monitor all internship related activities of each student along with the supervising teachers and appraise the student work. A Certificate of satisfactory work by the Head Master of the cooperating school shall be a pre-requisite for the candidate to appear for the final practical examination. 3. In case, Internship is not satisfactory, the candidate shall appear for the subsequent examinations in the Final Practical Examination only after completing the Internship by seeking fresh admission to B.Ed.Special Education in this regard and producing thereafter, certificates of satisfactory work of the internship. 5. The final practical examination of each candidate will be conducted by two examiners one internal and one external. 6. Internship will be of 20 weeks (120 days) duration and conducted across four Semesters as per the instruction schedule. 8. All the records shall be written strictly by the candidates in their own handwriting. NOTE: The differently-abled students also shall fulfill the Practicum in order to complete the coursework. XII. Guidelines for School Head Masters / Head Mistresses The Head Masters/Mistresses of Cooperating Schools are expected to: 1. Maintain the attendance of B.Ed. (Spl.Ed) student teachers both for the forenoon and afternoon. 2. Give strict instructions to supervisors and monitor the classroom performance of the students and also to record their remarks in the period plan books of the candidates. 3. Instruct all the B.Ed. (Spl.Ed) students to stay in the school from morning first bell to evening last bell. 4. Instruct the trainees to participate in School Assembly and also to present different value added activities in the assembly session. 5. Assign any activity related to clean and green programme, eco-club, conducting science fairs, exhibitions, festivals, debates, elocution, quiz, cultural and literary programmes, decoration activities, remedial classes, parent-teacher meetings, B.Ed. Spl.Education Curriculum

13 school management committees (SMCs), field trips, excursions and all other regular activities of the school and school based research activities. 6. Sign on the practicum and record work carried out by the students in the school. XIII. Transitory Provisions: Promotion, Re-admission Rules & Maximum Time for Completion of Course: Rules of promotion are as under: S Semester Conditions to be fulfilled for Ị Promotion 1 N. o From Semester-I to Semester-II From Semester-II to Semester- III From Semester- III to Semester- IV Undergone a Regular Course of Study of Semester-I and registered* for the Semester-I examination. a) Undergone a Regular Course of Study of Semester-I and II. b) The number of Backlogs if any, of Semester I II taken together, shall not exeed of 50% the total number of papers / Subjects prescribed for Semesters- I and No. II. of No. of Papers/ backlogs Subjects permitted: prescribed c) for Semesters d) I and II: e) 7/8 4 f) 9/10 5 g) 11/12 6 h) Undergone registered* a Regular for Course the of Semester-II Study of Semester-III examination. and registered* for the Semester-III examination. * Registration means obtaining a Hall Ticket for the said examination. The procedure to be followed for granting readmission to the students in the following cases: (1) A student who did not put in the required attendance in a semester/year of a course and thus detained (2) A student after completing a semester did not continue their studies in the next immediate semester on personal /health grounds but desired to continue his/her studies after a short break; (3) A student who has put in not less than 40% of attendance in a Semester and not registered for the examination can take re-admission in the same semester without appearing for the entrance examination. (4) Candidates who, after completing a semester of the course but taken T.C to join some other course and come back to continue the earlier course. In all the above cases, readmission is permissible provided they are within the period of double the duration of the course (i.e., Four years). Further, the approval of the university has to be obtained in respect of those students who take TC to join some other course and come back for readmission in the same college B.Ed. Spl.Education Curriculum

14 All the readmissions including such of those students, who take TC and come back, shall be granted by the Principals of the concerned colleges directly subject to the fulfillment of the following conditions stipulated by the University. 1) they should have been promoted to next semester in which they are seeking readmission. 2) they should join the course within 4 weeks in case of semester system from the date of commencement of classes 3) they should be able to complete the course within the double the duration of the course (i.e., Four years) from the year of their original admission. 4) they should pay the readmission fee as prescribed by the University NOTE: No readmission shall be made after the cutoff date (4 th week in a 15 week semester) under any circumstances. The cutoff date for granting readmission shall be reckoned from the date of commencement of classes for different courses as per the almanac communicated by the University every year. 5) In the normal course of time a candidate is expected to complete B.Ed. Special Education Degree Course within two years (Four Semesters) from the date of admission. 6) Whenever the syllabus is revised, the candidate reappearing shall be allowed for B.Ed. Special Education Degree examinations according to the old syllabus upto 4 years from the time of his/her admission. 7) The four-semester two -year course should be completed by a student within double duration of the normal course period (i.e. 4 years). XIV. Pattern of Theory Question Papers Duration of every theory paper will be of three (3) hours & 1 ½ hours and maximum number of marks is 80 & 40 respectively. The question paper comprises two sections: In 80 marks paper, Section A consists of 8 short answer type questions, out of which a candidate is expected to answer any Five questions. Each question carries 6 Marks. Total marks for Section A is 30 marks. Section B consists of Eight essay type of questions, out of which a candidate is expected to answer any Five questions in about four pages each. Each question carries Ten (10) Marks (5X 10=50 marks). Similarly, for 40 marks paper, Section A consists of 8 short answer type questions. out of which a candidate is expected to answer any Five questions. Each question carries 4 Marks. Total marks for Section A is 20 marks. Section B consists of Four Essay type of questions, out of which a candidate is expected to answer any Two questions in about four pages each. Each question carries Ten (10) Marks (2 X 10=20 marks). B.Ed. Spl.Education Curriculum

15 XIV. Conduct of Practicum Examinations Details of the conduct of examination are given in respective papers. Model Question Paper of Theory External Examination Paper-I (A-1) Time: 3 Hours Max. Marks: 80 PART A (5*6 =30 Marks) Note: Answer any Five questions from following. Each question carries 4 marks. The candidate is expected to answer any five questions in about one and half pages each PART-B (5 x 10 = 50 Marks) Note: Answer any Five essay questions from the following. Each question carries 10 Marks. The candidate is expected to answer any two questions in about three pages each Note: 1. The paper setter should cover all the units judiciously. 2. The questions should be application type. 3. Examiners may give questions from Practicum related issues. B.Ed. Spl.Education Curriculum

16 Model Question Paper Paper- Time: 1 ½ Hours Max. Marks: 40 PART A (5*4 =20 Marks) Note: Answer any Five questions from following. Each question carries 4 marks. The candidate is expected to answer any five questions in about one page each PART-B (2 x 10 = 20 Marks) Note: Answer any TWO essay questions from the following. Each question carries 10 Marks. The candidate is expected to answer any two questions in about three pages each Note: 1. The paper setter should cover all the units judiciously. 2. The questions should be application type. 3. Examiners may give questions from Practicum related issues. B.Ed. Spl.Education Curriculum

17 Bachelor of Education - Special Education (B.Ed. Spl.Ed.) Programme I. PREAMBLE Both, Indian society (and hence) the Indian school system are full of strengths and challenges the essence of which is diversity. Coming together with diverse background is part of our growing up and functioning in the society as adults. But how are the classrooms which are known to be miniature societies and future societies handling this coming together currently? This is one of the key questions waiting to be addressed at macro as well as micro level today. As we take the credit (and pride) of managing some of the obviously visible diversities quite well, it is high time that we move on to dealing with lesser visible diversities in classrooms. Various subtle diversities are waiting to be identified by classroom teachers if not by theorists and experts dealing with these will come only after acknowledging them systematically. Diversities related to learning styles, multiple intelligences, personality profiles or study habits are a few of the factors yet to take their due places in classroom activities. Similarly diversity of abilities and hence of the related educational needs, too are waiting to be addressed properly in Indian classrooms. With this backdrop the current B. Ed. Special Education curriculum is revisited. After a lot of brainstorming this curriculum has been developed to empower the special teachers/educators to ensure education of students with disabilities in an inclusive, right based and barrier free environment. It is in tune with the reforms in Indian education and teacher education system in general with specific reference to NCTE Notification of December It intends to place teacher education preparation in special education in the rights- perspective of the larger picture. The prime intention is to develop a task force of the special teachers/educators who can deliver the best in all settings: inclusive, special, open or home based and in all the roles: classroom teacher, resource teacher, itinerant teacher or cross disability teacher facilitators. This document proposes the program structure for the duration of two years so that a wide range of knowledge and skills can be inculcated in trainee teachers during the program. Difference in philosophies and theories between special and general education need to be bridged and special educators and teachers trained to collaborate to meet diverse needs in the classroom. The program structure readies them for embarking on a fulfilling professional journey spurred by refection and practices. Moving away from show and tell to learning by doing, the course will be skill oriented, and offer various opportunities of interaction with self, students, schools and communities. The curriculum attempts at striking a balance between core knowledge (theory and pedagogy) and skills; cross disability knowledge and skills, as well as disability specific knowledge and skills. The role of special educators has changed dramatically, with a shift from direct provider of instruction to facilitator and consultant. A teacher would need the first set of skills to develop a basic understanding of curriculum transaction and content pedagogical knowledge as well as change agent, collaboration, communication and time management skills. Provision of the B.Ed. Spl.Education Curriculum

18 second set would be required, since cross disability expertise is more relevant within the framework of inclusion; and a teacher would need the third set to specialise in one of the disabilities particularly for serving the needs of children with specific disability in inclusive as well as special setting. Inclusion is at the educational centre stage today and hence the role of special and general teachers need to be operationalized systematically. To give the program more pragmatic relevance, issues related to projected needs, employability, career and higher education options and entry level eligibility are given serious consideration so the opportunities for a special educator are at par with teachers in general education. It is expected that so far separated general and special education would initiate more bilateral collaborations with each other to fulfil the global objective of EDUCATION FOR ALL. II. OBJECTIVES The B.Ed.Spl.Ed. programme aims to develop Special Education teachers/educators for children with disabilities for various settings (including Inclusive, Special, Open School and Home Based Education). The B.Ed. (Special Education) programme will prepare human resources to enable them to acquire knowledge and develop competencies and skills to impart education and training effectively to children with disability as well as all other children and this being teachers for all children. After completing the B.Ed. (Special Education) programme the student-teachers will: a. Acquire knowledge & skills about human development, contemporary Indian education, and pedagogy of various school subjects and assessment for learning. b. Acquire knowledge & skills about nature and educational needs of children with disabilities as well as of few select specific disabilities. c. Develop conceptual understanding of education provisions and skills for working with children with various disabilities in Special and inclusive settings. d. Enhance knowledge and skills for professional development. III. NOMENCLATURE Nomenclature of B. Ed. Special Education courses should be as per UGC Notification of 2009 and 2014 and the new nomenclature will be B.Ed.Spl.Ed.(HI) for Hearing Impairment,(LD) for Learning Disabilty. The nomenclature Mental Retardation should be replaced with the term Intellectual Disability. IV. GENERAL FRAMEWORK OF THE COURSE The course is planned on the Choice Based Credit System (CBCS). According to UGC guidelines one credit is equivalent to one hour of teaching (lecture or tutorial) or two hours of practical work/field work per week. RCI also recommends practical work for each theory course besides these contact hours including self study, assignments, etc. That may involve same number of hours as are the contact hours specified for each course. B.Ed. Spl.Education Curriculum

19 The Course structure has three sets of courses: 1. Core courses in every semester 2. Elective course which can be chosen from pool of papers in order to: a. Support the discipline of study b. Provide an expanded scope c. Exposure to some other discipline/domain (this will depend on the options available with the implementing institution) d. Nurturing student proficiency/skills 3. Elective Foundation courses are value-based RCI will follow the 10-point grading system following letter grades recommended by the UGC as given below: Table 1: Grades and Grade Points Letter Grade Grade Point O (Outstanding) 10 A+ (Excellent) 9 A (Very Good) 8 B+ (Good) 7 B (Above Average) 6 C (Average) 5 P (Pass) 4 F (Fail) 0 Ab (Absent) 0 a. A student obtaining Grade F shall be considered fail and will be required to reappear in the examination. b. For non-credit courses Satisfactory or Unsatisfactory shall be indicated instead of the letter grade and this will not be counted for the computation of SGPA/CGPA. RCI as a Statutory body recommends that the cut-off marks for grade B shall not be less than 50% and for grade B+, it should not be less than 55% under the absolute grading system. Internal assessment for Theory Courses will not exceed 20% and 50% in the practicum wherever applicable. Duration The Course/programme will be of two years with 2 semesters in each year. Each semester will be of weeks; 2 weeks in summer and 2 weeks in inter semester break will also be utilized for covering the courses. In this way, the following operational weeks will be available for transacting the course: B.Ed. Spl.Education Curriculum

20 Semester -1:16-18 weeks Semester -2: weeks Semester -3: weeks Semester -4: weeks This comes to weeks + 6 weeks for field activities/skill development with 94 credits in four Semesters. B.Ed., Special Education (Hearing Impairment), B.Ed., Special Education (Learning Disability) & B.Ed., Special Education (Mental Retardation/Intellectual Disability) V. PROGRAMME STRUCTURE STRUCTURE FOR 2 YEARS Code Area Courses Credits A THEORY: Core courses 5 25 B THEORY: Cross Disability & Inclusive Education courses (including optional courses) 6 12 C THEORY: Disability Specialisation Courses 5 22 D THEORY: Enhancing Professional Capacities (EPC) / Professional Development Courses 3 06 E Practical related to disability 2 14 F Field Engagement /School Internship 3 15 Total Note: 1. the Course Structure is common for B.Ed. Special Education Herring Impared/ Learning Disability / Intellectual Disabilty (MR). 2. Area A: Core Courses are common for all. 3. Area B: Cross Disability & Inclusion Courses ( including Optional courses) are common for all. 4. Area C: Disability Specialisation Courses (Hearing Impairement/ Learnig Disability / Intellectual Disability). 5. Area D: EPC Courses are common to all. ( specific reference to diability wiil be focused) 6. Area E and Area F are included to all with specific refernce to HI/ LD/ID. Each theory course (A, B, C, D) will have up to 5 units. Each practical course (E1 and E2) will have 4 units. Each field Engagement/internship (F1, F2 and F3) will have 2 units. All courses as specified in the structure include lecture, tutorials as contact hours besides assignment, field work including observation, seminar, workshop and practicum relating to the concerned course. B.Ed. Spl.Education Curriculum

21 Specialisation offered (with specific reference to Area C) The B. Ed. Spl. Ed. programme is offered in following specializations: I. Hearing Impairment (HI) II. Learning Disability(LD) III. Mental Retardation /Intellectual Disability (MR/ID) AREA A: CORE COURSES A1 A2 A3 A4 A5 Human Growth & Development Contemporary India and Education Learning, Teaching and Assessment Pedagogy of Teaching (Special Reference to Disability) Any one PART I : Science (Special Reference to Disability) PART II: Mathematics (Special Reference to Disability) PART III: Social Studies (Special Reference to Disability) Pedagogy of Teaching (Special Reference to Disability) Any one PART IV: Hindi / Regional Language (Special Reference to Disability) PART V: English (Special Reference to Disability) Note: AREA B: CROSS DISABILITY AND INCLUSION 1. All student-teachers will be learning about all disabilities (theory, practical as well as field engagement) and specialization in any one disability other than selected for Area C. 2. Institutions/organizations offering B.Ed.Spl.Ed. are expected to decide other than specialization area out of VI / HI / MR / LD / MR (ID) / ASD / MD. 3. In case of student-teachers with disability; the choice of two optional courses from B-10 or B- 11 can be on case to case basis (e.g. Student-teachers with VI and HI may opt for courses that are appropriate for them across/only from B10 & B11). B6 B7 B8 B9 B10 B11 Inclusive Education Introduction to Sensory Disabilities (VI, HI, Deaf-Blind) Introduction to Neuro Developmental Disabilities (LD, MR(ID), ASD) Introduction to Locomotor & Multiple Disabilities ( CP, MD) Skill Based Optional Course (Cross Disability and Inclusion) Skill Based Optional Course (Disability Specialization) B.Ed. Spl.Education Curriculum

22 B10: Skill-based Optional Course (Cross Disability and Inclusion) ANY ONE A B C D E F G Guidance and Counselling Early Childhood Care & Education Applied Behavioural Analysis Community Based Rehabilitation Application of ICT in Classroom Gender and Disability Braille and Assistive Devices B11: Skill-based Optional Course (Disability Specialization) ANY ONE A B C D E F Orientation & Mobility Communication Options: Oralism Communication Options: Manual (Indian Sign Language) Augmentative and Alternative Communication Management of Learning Disability Vocational Rehabilitation & Transition to Job Placement C12 C13 C14 C15 C16 AREA C: DISABILITY SPECIALIZATION COURSES Specific Disability Area for Specialization: HI / LD / MR(ID). Assessment and Identification of Needs of People With (HI/LD/ID). Curriculum Designing, Adaptation and Evaluation for People With (HI/LD/ID). Intervention and Teaching Strategies for People With (HI/LD/ID). Technology and Disability Psycho Social and Family Issues AREA D: ENHANCEMENT OF PROFESSIONAL CAPACITIES (EPC) (Wherever applicable specific reference to disability will be focused) D17 D18 D 19 Reading and Reflecting on Texts Drama and Art in Education Basic Research & Basic Statistics AREA E: PRACTICAL RELATED TO DISABILITY E1. Cross disability and inclusion (Part of Area B) E2. Disability specialization (Part of Area C) B.Ed. Spl.Education Curriculum

23 AREA F: FIELD ENGAGEMENT/ SCHOOL ATTACHMENT/ INTERNSHIP F1. Main disability special school (Related to Area C) F2. Other disability special school (Related to Area B) F3. Inclusive school (Related to Area B & C) SEMESTER-WISE STRUCTURE SEMESTER I Course Course title Credits Weightage / Marks A1 Human Growth & Development A2 Contemporary India And Education B7 Introduction to Sensory Disabilities (VI, HI, Deaf-blind) 2 50 B8 Introduction to Neuro Developmental Disabilities (LD, ID 2 50 / MR, ASD) B9 Introduction to Locomotor and Multiple Disabilities 2 C12 Assessment and Identification of Needs E1 Practical: Cross Disability and Inclusion 2 50 TOTAL Engagement with field as part of courses indicated below: S.No. Task for the Student-teachers Course Place 1 Assignment / Project A1 Institute 2 Assignment / Project A2 Institute 3 Assessment & Identification of C12 Camp / Clinic / School, etc. for Needs (All disabilities) minimum of fifteen hours B.Ed. Spl.Education Curriculum

24 Area E1- Practical-Cross Disability and Inclusion Tasks for the Disability Education Setting Hrs Description Student-teachers Focus (60) Major Disability Special school 10 Minimum 10 school Classroom Periods observation Other than Minimum 3 Special 15 Minimum 10 school Major disability schools for other (5hrs in each disabilit y) Periods disabilities Any Disability Inclusive Schools 5 Minimum 10 school Periods Case Study Observation Major Disability/ID Clinic/Special School 6hrs Minimum 3 cases Observation Screenin, Identification & Assessment Major Disability/ID Clinic/Special School 9hrs Minimum 3 cases Schedule for practical for E-1 shall be included in the time table (ten working days may be allocated). Observations as mentioned are essential. However, if schools for other disability are not available in the nearby area, the same may be interpreted as observation at Inclusive school/ education/services being provided in the resource room/ home based education or vice versa with other disability. SEMESTER II Course Course title Credits Weightage /Marks A3 Learning, Teaching and Assessment A4 Peadogy of School Subjects (any one from Part I to PartV) A5 Peadogy of School Subjects (any one from Part I to PartV) B6 Inclusive Education 2 50 C13 Curriculum Designing, Adaptation and Evaluation E2 Practical: Disability specialization TOTAL B.Ed. Spl.Education Curriculum

25 Engagement with field as part of as indicated below: S.No. Task for the Student-teachers Course Place 1 Assignment / Project / Presentation /A3 Institute 2 Assignment / Project / Presentation B6/ Institute 3 Assignment / Project / Presentation C13 Institute/ Special/ Inclusive School 4 Assignment / Project / Presentation A4/A5 4 Assignment / Project / Presentation Area E2- Practical Disability Specialization (Area C) Note: Schedule for practical for E-1 shall be included in the time table (minimum ten working days may be allocated). Skill for Micro teaching shall be selected with reference to Major Disability Sl.No. Tasks for the Disability Education Hrs Description Student-teachers Focus Setting (60) Develop 1 IEP for 1 student 1.1 Major Special school 30 Disability IEP 1.2 Major For Special lessons 7 Lesson plans, 3 lesson plans in ICT Group Teaching Disability school 1.3 a. Micro teaching & General Institute simulated teaching on selected skills in Language and Non- Language lessons 5 leesson in Languag & 5 lessons in Non language B.Ed. Spl.Education Curriculum

26 SEMESTER III Course Course title Credits Weightage/Marks C14 Interventions & teaching strategies C15 Technology and Disability C16 Psycho Social and Family Issues 2 50 E2 Practical: Disability Specialization F1 Main disability special school (Related to Area C) D17 Reading and Reflecting on Texts (EPC) 2 50 D18 Drama and Art in Education (EPC) 2 50 TOTAL Engagement with field as part of course as indicated below: Sl. No. Task for the Student-teachers Course Place 1 a. Assignment / Project / Presentation C14 Institute 2 b. Assignment / Project / Presentation C15 Institute 3 c. Assignment / Project / Presentation C16 Institute 4 d. Assignment / Project / Presentation D17 Institute/ school 5 e. Assignment / Project / Presentation D18 Institute/ school Area E2- Practical Disability Specialization (Part C) Sl. No. Tasks for the Student- Disability Education Setting No. of Lessons Teachers Focus Macro Teaching Lesson planning and 10 lessons in each Language and Non-Language 1.1 execution Resource Room Teaching Lesson planning and General General 15 lessons 1.2 execution on different levels for selected subjects Inclusive set up Resource Room 1.3 School sensitaization on disabilities on regular staff, Peer group and Parents General General Observation of support Major Institute/ Clinic Depending on the 1.4 Services Disability Specialization B.Ed. Spl.Education Curriculum

27 Area F1- Disability Specialisation Sl. No. Tasks for the Disability Set up No. of Lessons Student-teachers Focus 1 Classroom Teaching Major Special schools for Minimum 30 disability disability specialisation Lessons (10Personal/Social, 10 Functional, 5 Occupational, 5Recreational) ( Of which any 10 in ICT Based) 2 IEP 2cases in daily basis Minimum of four weeks should be allocated for School attachment/internship and reflected in the time table and should cover Tasks specified under E-2 and F-1 with sufficient time for teaching to acquire Pedagogical competence to deal with school subjects chosen and related activities for whole class as well as children with disabilities in different education settings. A suggestive framework is given below: Areas Disability Specialization (E-2 & F-1) A-4 Pedagogy Subject 1 Semester III (ten days-25hrs) A-5 Pedagogy Subject 2 Semester-III ( tendays-25 Hrs) School Sensitisation Semester-III(2days 10 hrs) Observation in Support Services Semester III (2days-10 hrs) F-1 School Attachment/ Internship Semester- III(24 days-120 Hrs) SEMESTER IV Course Course title Credits Weightage/Marks B10 Skill based Optional Course (Cross 2 50 disability and inclusion) ANY ONE B11 Skill based Optional Course 2 50 (specialization disability) ANY ONE D19 Basic Research & Basic Statistic 2 50 (EPC) E1 Practical: Cross Disability and Inclusion F2 Other disability special school F3 Inclusive school TOTAL B.Ed. Spl.Education Curriculum

28 Engagement with field as part of course as indicated below: Sl.No. Task for the Student-teachers Course Place 1 Assignment / Project / Presentation B10 Institute 2 Assignment / Project / Presentation B11 Institute / school 3 Assignment / Project / Presentation D19 Institute / school Area E1- Practical: Cross Disability and Inclusion (Area B) Note: Practical timing shall be included in time table (minimum of four week) Observations as mentioned are essential. However, if schools for other disability are not available in the nearby area, the same may be interpreted as observation at Inclusive school/ education/services being provided in the resource room/ home based education or vice versa with other disability Sl.No. Tasks for the Disability Education Setting No. of Lessons Student-teachers Focus 1.1 Classroom observation Other than Special schools for Observation of all subjects Major other disabilities at different level, minimum disability 15 school periods Any Disability Inclusive Schools Observation of all subjects at different level, minimum 15 school periods 1.2 Lesson planning and Special schools for 25 lessons execution on different other disabilities/ levels for selected Any Disability Resource Room Subjects Inclusive Schools 25 lessons 1.3 a. Individualised Remedial Special schools for Remedial Teaching lessons on other disabilities/ different levels for Resource Room selected subjects B.Ed. Spl.Education Curriculum

29 Area F2- Other Disability Special School (Area B) Sl.No. Tasks for the Student- Disability Set up No. of Lessons Teachers Focus 1 Classroom Teaching Assisstance Other than Special schools for Minimum 30 Major other disabilities school periods disability Area F3- Inclusive School (Area B & C) Sl.No. Tasks for the Student- Disability Set up No. of Lessons Teachers Focus 1 Classroom Teaching Any Disability Inclusive School Minimum 30 school Periods 2 IEP Any Disability Inclusive School One case Minimum of four weeks should be allocated for School attachment/ Internship and reflected in the time table and should cover Tasks specified under E-1, F-2 and F-3 with sufficient time for teaching to acquire Pedagogical competence to deal with school subjects chosen and related activities for whole class as well as children with disabilities in different education settings. A suggestive framework is given below: Area Cross Disability Other disability Inclusive Education Classroom Observation Semester-IV (2days 10hrs) A4 & A5 Pedagogy Semester IV Semester IV Subject 1&2 (12 days days- 60 Hrs) (2 days-12 Hrs) Semester-IV Semester-IV Indivisualized Remedial Teaching (12 days days-40 Hrs) (2 days-12 Hrs) F-2 & F-3 Semester- III Semester- IV Semester- IV Internship (24 days-120 Hrs) (24 days-120 Hrs) (24 days-120 Hrs) It may be noted: 1. Observations and Lessons should be on Primary and Secondary level of classes in all three areas, i.e., Disability Specialisation, Other disability and in Special and Inclusive Settings. 2. Practical are focused on school subject teaching. Every student is expected to opt for and teach any two school subject as offered by the Institution/ University. 3. Practical in Other disability should be for other than disability specialisation. 4. Practical in Inclusive settings should be preferably with various disabilities. B.Ed. Spl.Education Curriculum

30 VI. ADEQUACY OF THE SPECIAL EDUCATION SYLLABI The syllabus prescribed for the B.Ed.Spl.Ed. is on the basis of minimum requirements and therefore, Universities and Colleges of Education/Institutes implementing the B.Ed course can exercise flexibility in opting the number of papers without compromising on the adequacy and validity of the contents prescribed by the RCI. VII. DURATION OF THE COURSE The duration of the Course is two academic years, which can be completed in a maximum of three years from the date of admission to the programme. VIII. WORKING DAYS & ATTENDANCE The programme will be conducted for at least 200 working days each year exclusive of the period of examination and admission. The institution shall work for a minimum of thirty six hours in a week (five or six days), during which physical presence in the institution of all the teachers and student-teachers is necessary to ensure their availability for advice, guidance, dialogue and consultation as and when needed. The minimum attendance of Student-Teachers shall have to be 80% for all course work, 90% for all practicum, and for school internship (10% attendance may be condoned by the Vice- Chancellor on the rcommendation of the head of institution on genuine grounds). IX. ELIGIBILITY FOR ADMISSION 1. B.A. / B.Sc. / B.Com. or an equivalent degree at graduate level depending on the requirements of being the school subject for pedagogical courses and for the particular course with minimum 50% in the qualifying degree examination. And Bachelor s in Engineering or Technology with specialization in Science and Mathematics with 55% marks or any other qualification equivalent thereto, are eligible for admission to the programme. ( the reservation and relaxation for SC/ST/OBC/PWD and other categories shall be as per the rules of the State Government. 2.Required condition of applicant with Special Needs: A candidate for admission to 4 semester BEd and MEd course must comply with the course requirement as mandatory with the rights of Persons with Disabilities (PwDs), by fulfilling competency standards, irrespective of their disability condition / any other policy for reservation. Only PwDs with following condition of disability can seek admission to courses for: B.Ed. Spl.Education Curriculum

31 A. BEd - Special Education (Hearing Impairment Specialisation) The candidates should be able to follow the classroom instructions and communicate verbally and in written to complete his/her theory and practicum requerements of teaching in the classroom of the deaf with/without assistive devices. B. BEd - Special Education (Intellectual Disability Specialisation) who have: i. One lower limb with orthopaedic impairment, subject to ability for free mobility without requiring addition assistance other than adapting to assistive device, which will retain competency for independent handling of a group of 10 Students with Intellectual Disability in a classroom setting in special school or a class size in regular school setting which includes students with and without disabilities. X. ADMISSION Admission Procedure: as per University norms. XI. PROGRAMME PATTERN The programme has been developed on Semester basis. RCI has proposed 2000 marks in view of disability specific specialization. XII. PASSING MINIMUM Minimum 40% marks in Theory and 50 % marks in Practicum are essential in all courses for passing in the programme (Grace Marks as per University norms). XIII. NATURE OF EVALUATION Internal & External as per University norms; RCI as Statutory body recommends that the (i) cut-off marks for grade B shall not be less than 50% and for grade B+, it should not be less than 55% under the absolute grading system, and (ii) Internal assessment for Theory Courses will not exceed 20% and 50% in the practicum wherever applicable. XIV. TRANSITORY REGULATIONS Whenever a course or scheme of instruction is changed in a particular year, two more examinations immediately following thereafter shall be conducted according to the old syllabus/ regulations. Candidates not appearing at the examinations or failing shall take the examinations subsequently according to the changed syllabus / regulations/ as per University norms. XV. FACULTY-STUDENT RATIO The faculty-student ratio in the area of B.Ed.Spl.Ed. may be 1:10, as per the RCI norms. Considering the infrastructural facilities needed for Special Education and based on the tasks such as supervising practicum, a minimum number of 20 and maximum of 30 students may be admitted for the B.Ed.Spl.Ed. programme. B.Ed. Spl.Education Curriculum

32 XVI. FACULTY NORMS The existing faculty norms will be applicable only for the first year of the academic session Revised norms will be applicable from the academic session onwards (second year of the course starting in onwards). Faculty norms are attached herewith at Annexure - I. XVII. INFRASTRUCTURAL FACILITIES It is desirable that institutions have their own building. The building & the plot should ideally be in the name of Institution / Society / Trust. In case of rented building, the institution must have a rent agreement for a period extending up to the date of completion of the proposed training program (whenever the training program is proposed to be started). However, in either case, the institution should have minimum 1000 sq. meters area and shall consist of 500 sq. meters built up area for the first proposed training program. For each additional course, 300 sq. meters additional built up area is required. For example, for one course 500 sq. meters built up area, for two courses ( ) sq. meters and so on. Lecture Hall / Classrooms 3 basic requirements (minimum one Additional classroom for each additional programme) Multipurpose Hall 1 Staff Room 1 Resource Room* 1 HOD / Principal Room 1 Administrative Room - 1 Library 1 ICT - 1 Disabled Friendly Disabled Friendly gender- wise washrooms *Space for Resource Room- it should be large enough to include disability as well as health, physical education, yoga, drama, etc. with respect to children with disabilities. XVIII. CERTIFICATION AS A REGISTERED PROFESSIONAL It is mandatory as per Section 13 of RCI Act for every teacher of special education to obtain a Registered Professional Certificate from the Rehabilitation Council of India to work in the field of special education in India. As continuous professional growth is necessary for the renewal of the certificate, the teachers as well as educators in special education should undergo in-service programme periodically to update their professional knowledge. Amendments, if any, to the regulations of the course will be made periodically by the Rehabilitation Council of India. Any deviation from the above regulations should have the prior approval of the Rehabilitation Council of India. The successful students will be registered as Special Educator (Professional). The training institution/organization should ensure that all passed out students are registered with the Council. B.Ed. Spl.Education Curriculum

33 XIX. AWARD OF DEGREE The affiliating Universities will award degree in Bachelor of Education Special Education (Area of Specialisation). The areas of specialisation provided are Autism Hearing Impairment (HI), Learning Disability (LD), Mental Retardation / Intellectual Disability (MR/ID). For example in the area of Hearing Impairment the degree awarded will be B.Ed.Spl.Ed. (HI). While issuing degree certificate, the Universities are advised to clearly spell out the area of specialization and mention as a statement that the passed out can teach in all settings and other disabilities (cross disabilities) XX. PRACTICING SCHOOLS Special & Inclusive School - Own Special School / MoU with Special & Inclusive Schools, preferably up to senior secondary school level recognised by State Government for the main disability area and permission to carry out practical in other disability. Special Schools for ASD and LD is not an essential condition. With a precaution that students with disability should not be overstressed. Institutions offering more than one programme in Special Education must have own Special School and MoU with other Special/Inclusive School for school engagement and field experience. Engagement with the Field and School Experience The B.Ed. Spl. Ed. curriculum shall provide for sustained interaction with the child, school and community in varied settings for establishing close connections between different curricular areas and making teacher-trainee understand her/his role and function. In the first year (First two semesters), there shall be work on the field amounting to a minimum of 4 weeks, spread over several days throughout the semester/ year. This will include minimum of one week of school engagement and three weeks of other practical work/engagements. In the second year (Third and Fourth semesters), there shall be a minimum of 16 weeks of engagement with the field of which minimum of 15 weeks are for school internship and one week is for other field engagements. Thus a minimum of 20 weeks (4+16) shall be allocated over the two years for tasks, assignments as per the courses and school internship in the field, under the broad curricular areas of Practical related to Disability and Field Engagement. a) Tasks and Assignments that run through all the courses These tasks and projects would help in substantiating perspectives and theoretical frameworks studied in a teacher education classroom with field based experiences. The tasks and projects may include collaborative partnership with the schools for developing CCE practices, creative ways of tracking learners progress, forums for professional development of in-service school teachers, dialoguing with the School Management Committee, parents and the community. The community based engagement may also be related to the pedagogical subjects and/or concerns and challenges arising out of special needs of children. b) School Internship/Attachment While First year prepares grounds for going to education settings and interacting and working B.Ed. Spl.Education Curriculum

34 with children including children with disabilities; the second year would offer intensive engagement with the school in the form of School Internship. During the Internship, student-teachers shall work as a regular teacher/ special teacher/ special educator and participate in all the school activities, including planning, teaching and assessment, interacting with school teachers, parents, community members, other support personnel and children including children with special needs specific to the areas of specialization being offered by the student teacher. Before teaching in a classroom, the student-teachers will observe the school and its classrooms for a week, to understand the school in totality, its philosophy and aims, organisation and management; the life of a teacher; needs of the physical, mental, emotional development of children; aspects of curriculum and its transaction; quality, transaction, and assessment of teaching learning. School Internship shall be designed to lead to the development of a broad repertoire of perspectives, professional capacities, teacher dispositions, sensibilities and skills. Student teachers shall be equipped to cater to diverse needs of learners in schools. Student-teachers are to be actively engaged in teaching at two levels, namely, upper primary and secondary. Internship in schools is to be done for a minimum duration of 15 weeks. This should include observing a regular classroom with a regular teacher and would also include peer observations, teacher observations and observations of interns lessons by faculty besides other settings. It is important that the student-teachers consolidate and reflect on their teaching experience during and after the school internship. Therefore, along with writing reflective journals during the internship programme, there shall be space for extended discussions and presentations on different aspects of the teaching experience after the internship. For each student-teacher, internship should be conducted preferably in one school for the entire 15 weeks. However, to understand the dynamics of teaching at elementary and secondary levels, this period can be divided into two blocks; this will also be impacted by the type of schools (Special and Inclusive) being available. Internship should not be reduced to the delivery of a certain number of lesson plans but should aim for meaningful and holistic engagement with learners and the school. Internship will involve spending maximum time in school for practice teaching performing all tasks of a special teacher/ special educator and also being teacher for the school subjects opted as part of pedagogical courses; setting will be a mix of special school, inclusive school and resource and home-based teaching and support as may be required by the special needs of students. B.Ed. Spl.Education Curriculum

35 AREA - A CORE COURSES A1 A2 A3 A4 A5 Human Growth & Development Contemporary India and Education Learning, Teaching and Assessment Pedagogy of Teaching- PART I (Special Reference to Disability) Any one A : Bio-Science (Special Reference to Disability) B: Physical Science (Special Reference to Disability) C: Mathematics (Special Reference to Disability) D: Social Studies (Special Reference to Disability) Pedagogy of Teaching PART II(Special Reference to Disability) Any one A: Hindi (Special Reference to Disabilty) B: Telugu (Special Refernce to Disability) C: English (Special Reference to Disability) B.Ed. Spl.Education Curriculum

36 HUMAN GROWTH & DEVELOPMENT Course Code: A 1 Paper Code: BSE-EDN-01 Credit: 04+1 Contact Hours: 60 Marks: 100 Introduction This course exposes student-teachers to the study of child and human development in order to gain a better understanding about variations and the influence of socio-cultural-political realities on development. A critical understanding of theoretical perspectives of development would aid in their application in teaching learning process. Through close observation of children in their natural environments the teacher trainee would be able to situate their theoretical knowledge within realistic frames. This course would also be able to equip them to reflect and critique the normative notions of childhood and adolescence. Objectives After studying this course the student- teachers will be able to explain the process of development with special focus on infancy, childhood and adolescence. critically analyze developmental variations among children. comprehend adolescence as a period of transition and threshold of adulthood. analyze different factors influencing child development. Unit 1: Approaches to Human Development 1.1 Human development as a discipline from infancy to adulthood 1.2 Concepts and Principles of development 1.3 Developing Human- Stages (Prenatal development, Infancy, Childhood, Adolescence, Adulthood) 1.4 Nature vs Nurture 1.5 Domains (Physical, Sensory- perceptual, Cognitive, Socio-emotional, Language & communication, Social relationship) Unit 2: Theoretical Approaches to Development 2.1 Cognitive & Social- cognitive theories (Piaget, Vygotsky, Bruner, Bandura) 2.2 Psychosocial Theory (Erikson) 2.3 Psychoanalytic Theory (Freud) 2.4 Ecological Theory (Bronfrenbrenner) 2.5 Holistic Theory of Development (Steiner) Unit 3: The Early Years (Birth to Eight Years) 3.1 Prenatal development: Conception, stages and influences on prenatal development 3.2 Birth and Neonatal development: Screening the newborn - APGAR Score, Reflexes and responses, neuro-perceptual development B.Ed. Spl.Education Curriculum

37 3.3. Milestones, variations in Development and Individual differences 3.4 Environmental factors influencing early childhood development 3.5 Role of play in enhancing development Unit 4: Early Adolescence (From nine years to eighteen years) 4.1 Emerging capabilities across domains of physical and social emotional 4.2 Emerging capabilities across domains related to cognition - metacognition, creativity, ethics 4.3 Issues related to puberty 4.4 Gender and development 4.5 Influence of the environment (social, cultural, political) on the growing child Unit 5: Transitions into Adulthood 5.1 Psychological well-being 5.2 Formation of identity and self-concept 5.3 Emerging roles and responsibilities 5.4 Life Skills and independent living 5.5 Career Choices Engagement with the field as part of course as indicated below Hands on Experience (Any one) Observe children in various settings and identify milestones achieved. Seminar on human development Writing Journal for reflection and case study Suggested Readings Berk, L. E. (2000). Human Development. Tata Mc.Graw Hill Company, New York. Brisbane, E. H. (2004). The developing child. Mc.Graw Hill, USA. Cobb, N. J. (2001). The child infants, children and adolescents. Mayfield Publishing Company, California. Hurlocl, E. B. (2005). Child growth and development. Tata Mc.Graw Hill Publishing Company, New York. Hurlocl, E. B. (2006). Developmental Psychology- A life span approach. Tata Mc.Graw Hill Publishing Company, New Delhi. Meece, J. S., & Eccles J. L (Eds) (2010). Handbook of Research on Schools, Schooling and Human Development. New York: Routledge. Mittal. S. (2006). Child development- Experimental Psychology. Isha Books, Delhi. Nisha, M. (2006). Introduction to child development, Isha Books, Delhi. Papalia, D. E., & Olds, S. W. (2005). Human development. Tata Mc.Graw Hill Publishing Company, New York. B.Ed. Spl.Education Curriculum

38 Santrock. J. W. (2006). Child Development., Tata Mc.Graw Hill Publishing Company, New York. Santrock. J. W. (2007). Adolescence.,Tata Mc.Graw Hill Publishing Company, New Delhi. B.Ed. Spl.Education Curriculum

39 CONTEMPORARY INDIA AND EDUCATION Course Code: A2 Paper Code: BSE-EDN-02 Credit: 04 Contact Hours: 60 Marks: 100 Introduction This course will enable student-teachers to explore education from philosophical and sociological perspective and hands on experience of engaging with diverse communities, children and schools. It also traces the educational developments in the historical context leading to contemporary India. The course also includes various commissions and policies and issues and trends in the field of education, special education and inclusive education. Objectives After completing this course the student-teachers will be able to Explain the history, nature and process and Philosophy of education Analyse the role of educational system in the context of Modern Ethos Understand the concept of diversity Develop an understanding of the trends, issues, and challenges faced by the contemporary Indian Education in global context Unit 1: Philosophical Foundations of Education 1.1 Education and Special education: Concept, definition,scope, Aims and Function 1.2 Agencies of Education: School, family, community and media 1.3 Philosophies of Education: idealism, naturalism, pragmatism, existentialism, humanism, constructivism and connectionism 1.4 Classical Indian Perspective (Budhism, Jainism, Vedanta Darshan, Sankya Darshan) 1.5 Indian Philosophers (Aurobindo, Gandhi, Tagore, Krishna Murthy) Unit 2: Understanding Diversity 2.1 Concept of Diversity 2.2 Types of Diversity: Gender, linguistic, cultural, socio-economic and disability 2.3 Diversity in learning and play 2.4 Addressing diverse learning needs 2.5 Diversity: Global Perspective Unit 3: Contemporary Issues and Concerns 3.1 Universalisation of School Education, Right to Education and Universal Access 3.2 Issues of a) Universal enrolment b) Universal retention c) Universal learning 3.3 Issues of quality and equity: Physical, economic, social, cultural and linguistic, particularly w.r.t girl child, weaker sections and CWSN B.Ed. Spl.Education Curriculum

40 3.4 Equal Educational Opportunity: (i) Meaning of equality and constitutional provisions (ii) Prevailing nature and forms of inequality, including dominant and minority groups and related issues 3.5 Inequality in Schooling: Public-private schools, rural-urban schools, single teacher schools and other forms of inequalities such as regular and distance education system Unit 4: Education Commissions and Policy (School Education) 4.1 Constitutional provisions on education that reflect National Ideals: Equality, liberty, secularism, and social justice 4.2 National Commissions and Policies: Education Commission (1964), NPE and POA (1986, 1992), National Policy for Persons with Disabilities (2006) 4.3 National Acts: RCI Act, 1992, PWD Act, 1995, NT Act, 1999, RTE Act (2009 & 2012). 4.4 Programmes and Schemes: IEDC (1974, 1983), SSA (2000, 2011), RMSA, 2009, IEDSS, International Conventions and Policies: Salamanca Declaration and Framework, 1994; UNCRPD, 2006; Millenium Development Goals 2015; INCHEON strategy Unit 5: Issues and Trends in Education 5.1 Challenges of education from preschool to senior secondary 5.2 Inclusive education as a rights based model 5.3 Complementarity of inclusive and special schools 5.4 Language issues in education 5.5 Community participation and community based education Hands on Experience (Any One) Comparative study of different settings Conflicts and social movements in India: Women, Dalit, Tribal and Disabled Educational debates and movements First generation learners Children with disabilities Inclusive education RTE act in the context of disadvantaged Linguistic and religious diversity Human rights, minority rights Educational status of various groups Special and inclusive schools Analysis of contemporary debates Essential Readings Guha, R. (2007). India after Gandhi: The History of the World's Largest Democracy. Macmillon: Delhi. National Education Commission. ( ). Ministry of Education, Government of B.Ed. Spl.Education Curriculum

41 India, New Delhi National Policy on Education. (1986 & 92). Ministry of Human Resource Development Government of India, New Delhi. Right to Education Act. (2009). Ministry of Human Resource Development, Government of India, New Delhi. Suggested Readings Aggarwal. J. C. (1992). Development and Planning of Modern Education: New Delhi Vikas Publishing House Pvt. Ltd. Ain, L. C. (2010). Civil Disobedience, Book Review Literary Trust: New Delhi. Select chapters. Anand, S. P. (1993).The Teacher & Education in Emerging Indian Society, New Delhi: NCERT. Bhat. B. D. (1996). Educational Documents in India, New Delhi: Arya Book Depot. Bhatia, K. & Bhatia, B. (1997). The Philosophical and Sociological Foundations, New Delhi Doaba House. Biswas. A. (1992). Education in India, Arya Book Depot. New Delhi Biswas. A., & Aggarwal, J.C. (1992). Education in India, Arya Book Depot New Delhi. Chakravarty, S. (1987). Development Planning: The Indian Experience, Oxford University press: New Delhi. Chandra, B. (1997). Nationalism and Colonialism, Orient Longman: Hyderabad. Choudhary. K.C., & Sachdeva, L. (1995). Total literacy by 2000: New Delhi: IAE Association. Deaton A., & Dreze, J. ( ). Poverty and Inequality in India in Raj Kapila and Uma Kapila (Ed.) in Indian Economy since Independence. Oxford University Press: New Delhi. Deshpande, S. (2004). Contemporary India: A Sociological View. Penguin: New Delhi. Dubey, S. C (2001). Indian Society, National Book Trust: New Delhi. Famous Speeches of Gandhi ji: Speech on the Eve of The Last Fast, January 12, Jain, L.C. (2010). Civil Disobedience, Book Review Literary Trust, New Delhi. Jagannath. M. (1993). Indian Education in the Emerging Society, New Delhi Sterling publishers Pvt. Ltd. B.Ed. Spl.Education Curriculum

42 Jangira, N.K. (2012). NCERT Mmother of Inclusive Eeducation Address on Golden Jubilee of NCERT at RIE, Ajmer on 01 Sept Kashyap, S. C. (2009). The Constitution of India, National Book Trust: New Delhi. Sapra. C. L., & Aggarwal, A. (1987): Education in India some critical Issues. New Delhi: National Book Organisation. Saraswathi, T. S. (1999). Culture, Socialization and Human Development, New Delhi: Sage Publications. Sen, A., & Dreze, J. (1997). India: Economic Development and Social Opportunity, Oxford India: Delhi. Speeches of Gandhi ji: Speech on the Eve of The Last Fast, January 12, Government of India. Steven, B. (1998). School and Society, New Delhi: Sage Publications. Suresh, D. (1998). Curriculum and Child Development, Agra: Bhargava. Taneja. V.R. (1998). Educational Thoughts and Practice, Delhi University Publications. Vaidyanathan, A. (1995). The Indian Economy: Crisis, Response and Prospects. Tracts of the Times. Orient Longman Publications: New Delhi. Weber. O.C. (1990). Basic Philosophies of Education, New York Holt, Rinehart and Winston. B.Ed. Spl.Education Curriculum

43 LEARNING, TEACHING AND ASSESSMENT Course Code: A 3 Paper Code: BSE-EDN-03 Credits: 4+1 Contact Hours: 60 Marks: 100 Introduction This Course will initiate student-teachers to understand learning theories and as these translate into teaching and learning actions. Assessment of learning as a continuous process is also focused. The course also needs to focus on the PwD as Learner and their special education needs that teacher needs to address in diverse education settings. Objectives After completing this course the student-teachers will be able to Comprehend the theories of learning and intelligence and their applications for teaching children Analyse the learning process, nature and theory of motivation Describe the stages of teaching and learning and the role of teacher Situate self in the teaching learning process Analyze the scope and role of assessment in teaching learning process in order to introduce dynamic assessment scheme for educational set up towards enhanced learning. Unit 1: Human Learning and Intelligence 1.1 Human learning: Meaning, definition and concept formation 1.2 Learning theories: - Behaviourism: Pavlov, Thorndike, Skinner - Cognitivism: Piaget, Bruner - Social Constructism: Vygotsky, Bandura 1.3 Intelligence: - Concept and definition - Theories: Two-factor, Multifactor, Triarchic Theory (Robert Steinberg) 1.4 Creativity: Concept, Definition and Characteristics 1.5 Implications for Classroom Teaching and Learning Unit 2: Learning Process and Motivation 2.1 Sensation: Definition and Sensory Process 2.2 Attention: Definition and Affecting Factors 2.3 Perception: Definition and Types 2.4 Memory, Thinking, and Problem Solving 2.5 Motivation: Nature, Definition and Maslow s Theory B.Ed. Spl.Education Curriculum

44 Unit 3: Teaching Learning Process 3.1 Maxims of Teaching 3.2 Stages of Teaching: Plan, Implement, Evaluate, Reflect 3.3 Stages of Learning: Acquisition, Maintenance, Generalization 3.4 Learning Environment: Psychological and Physical 3.5 Leadership Role of Teacher in Classroom, School and Community Unit 4: Overview of Assessment and School System 4.1 Assessment: Conventional meaning and constructivist perspective 4.2 Assessment of Learning and Assessment for Learning : Meaning and difference 4.3 Comparing and contrasting assessment, evaluation, measurement, test and examination 4.4 Formative and summative evaluation, Curriculum Based Measurement 4.5 Revisiting key concepts in school evaluation: filtering learners, marks, credit, grading, Choice Based Creidit System (CBCS), alternate certifications, transparency, internalexternal proportion, improvement option Unit 5: Assessment: Strategies and Practices 5.1 Strategies: (Oral, written, portfolio, observation, project, presentation, group discussion, open book test, surprise test, untimed test, team test, records of learning landmark, cloze set/open set and other innovative measures) Meaning and procedure 5.2 Typology and levels of assessment items: Multiple choice, open ended and close ended; direct, indirect, inferential level 5.3 Analysis, reporting, interpretation, documentation, feedback and pedagogic decisions 5.4 Assessment of diverse learners: Exemptions, concessions, adaptations and accommodations; 5.5 School examinations: Critical review of current examination practices and their assumptions about learning and development; Efforts for exam reforms: Comprehensive and Continuous Evaluation (CCE), NCF (2005) and RTE (2009) Engagement with the field as part of course as indicated below (Any One) I. Report submission: observation of children belonging to any three stages of development and describing applications of development in teaching-learning contexts II. Preparation of Self study report on individual differences among learners III. Prepare a leaflet for parents on better emotional management of children IV. Compilation of 5 CBM tools from web search in any one school subject V. Team presentation of case study on assessment outcome used for pedagogic decisions VI. Report on community participation in school assessment or study recent ASAR report to understand school independent assessment B.Ed. Spl.Education Curriculum

45 Transaction and Evaluation This concepts and theoretical precepts included in this course should be explained with reference to children with and without disabilities. The effort of transaction should be to enhance the understanding of how learning occurs and what are the suitable means of its assessment. Evaluation may be done by asking student-teachers to children with and without disabilities and present a report of the same. Essential Readings Amin, N. (2002). Assessment of Cognitive Development of Elementary School Children. A Psychometric Approach, Jain Book Agency, New Delhi. Chauhan, S.S. (2013). Advanced Educational Psychology. Jain Book Agency, Delhi. King-Sears, E. M. (1994). Curriculum Based Assessment in Special Education. Singular Publishing Group, San Diego, CA. Panch, R. (2013). Educational Psychology: Teaching and Learning Perspective, McGraw Hill Education (India) Private Limited, New Delhi. Paul, P. (2009). Language and Deafness. Singular publication. Salvia, John, Ysseldyke, James, E. And Bolt, Sara. (2007). Assessment in Special and Inclusive Education. Houghton Mifflin Company, Boston. Whitcomb, S., & Merrell, K.W. (2012). Behavioral, Social, and Emotional Assessment of Children and Adolescents, Routledge, New York. Woolfolk, A., Misra, G., & Jha, A.K.(2012). Fundamentals of Educational Psychology, 11 th edn, Pearson Publication, New Delhi. Suggested Readings Geisinger, K.F. (2013). APA Handbook of Testing and Assessment in Psychology. Available at American Psychological Association, USA. Guskey, T. R., & Bailey. J (2000). Grading and Reporting. Thousnad Oaks, CA: Corwin King. Howell, K. W., & Nolet, V. (2000). Curriculum-Based Evaluation: Teaching and decision making.scarborough, Ontario, Canada, Wadsworth. McMillan, J. H. (2001). Classroom Assessment: Principles and Practice for Effective Instruction. Allyn and Bacon, London. Nevo, D. (1995). School based Evaluation. Pergamon Publishing, Kidlington, Oxford. Salvia, J., & Ysseldyke. J.E.(1998). Assessment. (7th ed) Houghton Mifflin, Boston. B.Ed. Spl.Education Curriculum

46 PEDAGOGY OF TEACHING BIO-SCIENCE Course Code: A 4 Paper Code: BSE-EDN-04 (A) Credits: 4+1 Contact Hours: 60 Marks: 100 Introduction The course will help the student-teachers to generate their student s interest for learning science and develop a scientific attitude. It is designed to equip the student-teachers to teach science using innovative methods, techniques and teaching learning material to students with & without disabilities. Objectives After completing the course the student-teachers will be able to Explain the role of science in day to day life and its relevance to modern society. Describe the aims and objectives of teaching science at school level. Demonstrate and apply skills to select and use different methods of teaching the content of sciences. Demonstrate competencies of planning for teaching sciences, organizing laboratory facilities and equipment designing pupil centered teaching learning experiences. Demonstrate skills to design and use various evaluation tools to measure learner achievement in sciences. Unit 1: Nature and Significance of Science 1.1 Nature, Scope, Importance and Value of Science 1.2 Science As An Integrated Area of Study 1.3 Science and Modern Indian Society: Relationship of Science and Society 1.4 Impact of Science with Special Reference to Issues related with Environment, Industrialization and Disarmament 1.5 Role of Science for Sustainable Development Unit 2: Planning for Instruction 2.1 Aims and Objectives of Teaching Science in Elementary and Secondary School 2.2 Bloom s Taxonomy of Educational Objectives and Writing Objectives in Behavioural Terms 2.3 Lesson Planning Importance and Basic Steps. Planning Lesson for an Explanation, Demonstration, and Numerical Problem in Teaching of Sciences 2.4 Unit Planning Format of A Unit Plan 2.5 Pedagogical Analysis: Meaning and Need. Guidelines for Conducting Pedagogical Analysis B.Ed. Spl.Education Curriculum

47 Unit 3: Approaches and Methods of Teaching Sciences 3.1 Process Approach, Direct Experience Approach, Inductive-Deductive Approach 3.2 Lecture, Demonstration, Discussion, Problem-solving, Concept-mapping, Programmed Instruction, Team Teaching, Seminar, Computer Assisted Learning (CAL) 3.3 Project Method and Heuristic Method 3.4 Creating Different Situations of Learning Engagement: Group Learning, Individual Learning, Small Group, Cooperative (Peer-Tutoring, Jigsaw, etc.), Situated/Contextual Learning with reference to Children with Disabilities 3.5 Constructivist Approach and its Use in Teaching Science Unit 4: Learning Resources with reference to Children with Disabilities for Teaching Science 4.1 Teaching Learning Aids Need, Importance, Selection, Use and Classification of Aids Based on Type of Experience, Audio Visual Aids, Multimedia, Charts, and Models (Tactile and Visual) 4.2 Importance of Co-Curricular Activities-Science Club, Science Exhibition, Science Text Books-Characteristics and Significance with reference to Children with Disabilities 4.3 The Science Laboratory-Planning Organization of Lab, Storage, Record Keeping and Safety of Scientific Equipments with reference to Children with Disabilities 4.4 Aquarium, Vivarium Role in Teaching with Setting & Maintaining 4.5 Museum, Botanical And Zoological Garden: Role In Teaching Unit 5: Evaluation 5.1 Evaluation- Concept, Nature and Need 5.2 Norm Referenced & Criterion Referenced Evaluation, Comprehensive and Continuous Evaluation: Concept and Significance, Scholastic and Co-Scholastic Assessment 5.3 Tools and Techniques for Formative and Summative Assessments 5.4 Preparation of Diagnostic Test and Achievement Test 5.5 Adaptations of Evaluation Procedure With Reference To Children With Disabilities Practical/ Field Engagement/Project Work Any one of the following I. Pedagogical analysis of a unit from Science content. II. Preparation of a multimedia presentation on a topic from Science content keeping students with disabilities in view. III. Developing an Action Research Plan on a problem related to teaching and learning of Sciences to students with disabilities to students with disabilities. IV. Construction of a diagnostic test for unit along with a remedial plan. B.Ed. Spl.Education Curriculum

48 V. Comparative analysis of prescribed syllabus and textbooks of different Boards Curricular innovations in respective subject areas VI. Curricular adaptations for teaching Sciences to students with disabilities. Essential Readings Brown, R. (1978). Science instruction of visually Impaired Youth. New York: AFB. Buxton, A. C. (2010). Teaching Science in Elementary and Middle School. NewDelhi: Sage Publications. Bybee, R. (2010b). The teaching of science: 21st-century perspectives. Arlington, VA: NSTA Press,USA. Fensham, P.J. (1994). The content of Science: A constructive Approach to its Teaching and Learning.Washington, D.C: The Falmer Press. Gupta, V. K. (1995). Teaching and llearning of Science and Technology. New Delhi: Vikas Publishing House Pvt. Ltd. Henninen, K. A. (1975). Teaching of Visually Handicapped, Ohio: Charles E. Merrill Publishing Company. Joshi, S. R. (2005). Teaching of Science.New Delhi: A.P.H Publishing Corporation. Kelley, P., & Gale, G. (1998). Towards Excellence: Effective education for students with vision impairments, Sydney: North Rocks Press. Lawson, E. A. (2010). Teaching Inquiry Science in Middle School, New Delhi: Sage Publications. Layton, D. (1989). Innovations in Science and Technology Education, New Delhi: Sterling Publishers. Mani, M. N. G. (1992). Techniques of teaching blind children, New Delhi: Sterling Publishers. Mukhopadhyay, S., Jangira, N. K., Mani, M.N. G., & Raychowdhary, N. (1987). Sourcebook for training teachers of visually impaired, New Delhi: NCERT. Murray, L. J. (1988). Basic Skills Science, Boston: John Murrey. NCERT (1982). Teaching Science in secondary schools, New Delhi: NCERT. NIVH (1992). Handbook for the teachers for the visually handicapped, Dehradun Scholl, G.T. (1986). Foundations of education for blind and visually handicapped children and youth, New York: American Foundation for the blind. Sharma, R. C. (2005). Modern Science teaching, Delhi: Dhanpat Rai & Sons. Siddiqui, H. M. (2007). Teaching science, New Delhi: Balaji offset. Siddiqui, N.N., & Siddiqui, M. N. (1994). Teaching of science today & tomorrow, Delhi: Doaba House. Starin, A., & Sund, B. (1983). Teaching science through discovery. Ohio: Charles E. Merril Publishing Company. B.Ed. Spl.Education Curriculum

49 Tripathi, S. (2004). Teaching of Physical Science, Delhi: Dominant Publications. UNESCO (1966). Source Book for Science Teaching, Paris: UNESCO. Vaidya, N. (2003). Science Teaching in Schools, New Delhi: Deep & Deep Publishers. Vanaja, M. (2006). Teaching of Physical Science, Hyderabad: Neelkamal Publications. Suggested Readings Gupta, S. K. (1983). Technology of Science Education, Delhi: Vikas Publishing House Pvt. Ltd. Gupta, V. K. (1995). Readings in Science and Mathematics Education, Ambala: The Associated Press. Mangal S. K., & Shubhra (2005). Teaching of Biological Sciences, Meerut: International Publishing House. Rao, V.K. (2004). Science Education, APH Publishing Corpn. New Delhi. B.Ed. Spl.Education Curriculum

50 PEDAGOGY OF TEACHING PHYSICAL-SCIENCE Course Code: A 4 Paper Code: BSE-EDN-04 (B) Credits: 4+1 Contact Hours: 60 Marks: 100 Introduction The course will help the student-teachers to generate their student s interest for learning science and develop a scientific attitude. It is designed to equip the student-teachers to teach science using innovative methods, techniques and teaching learning material to students with & without disabilities. Objectives After completing the course the student-teachers will be able to Explain the role of science in day to day life and its relevance to modern society. Describe the aims and objectives of teaching science at school level. Demonstrate and apply skills to select and use different methods of teaching the content of sciences. Demonstrate competencies of planning for teaching sciences, organizing laboratory facilities and equipment designing pupil centered teaching learning experiences. Demonstrate skills to design and use various evaluation tools to measure learner achievement in sciences. Unit 1: Nature and Significance of Science 1.6 Nature, Scope, Importance of and Value of Science 1.7 Science As An Integrated Area of Study 1.8 Science and Modern Indian Society: Relationship of Science and Society 1.9 Impact of Science with Special Reference to Issues related with Environment, Industrialization and Disarmament 1.10 Role of Science for Sustainable Development Unit 2: Planning for Instruction 2.6 Aims and Objectives of Teaching Science in Elementary and Secondary School 2.7 Bloom s Taxonomy of Educational Objectives and Writing Objectives in Behavioural Terms 2.8 Lesson Planning Importance and Basic Steps. Planning Lesson for an Explanation, Demonstration, and Numerical Problem in Teaching of Sciences 2.9 Unit Planning Format of A Unit Plan 2.10 Pedagogical Analysis: Meaning and Need. Guidelines for Conducting Pedagogical Analysis B.Ed. Spl.Education Curriculum

51 Unit 3: Approaches and Methods of Teaching Sciences 3.6 Process Approach, Direct Experience Approach, Inductive-Deductive Approach 3.7 Lecture, Demonstration, Discussion, Problem-solving, Concept-mapping, Programmed Instruction, Team Teaching, Seminar, Computer Assisted Learning (CAL) 3.8 Project Method and Heuristic Method 3.9 Creating Different Situations of Learning Engagement: Group Learning, Individual Learning, Small Group, Cooperative (Peer-Tutoring, Jigsaw, etc.), Situated/Contextual Learning with reference to Children with Disabilities 3.10 Constructivist Approach and its Use in Teaching Science Unit 4: Learning Resources with reference to Children with Disabilities for Teaching Science 4.6 Teaching Learning Aids Need, Importance, Selection, Use and Classification of Aids Based on Type of Experience, Audio Visual Aids, Multimedia, Charts, and Models (Tactile and Visual) 4.7 Importance of Co-Curricular Activities-Science Club, Science Exhibition, Science Text Books-Characteristics and Significance with reference to Children with Disabilities 4.8 The Science Laboratory-Planning Organization of Lab, Storage, Record Keeping and Safety of Scientific Equipments with reference to Children with Disabilities 4.9 Aquarium, Vivarium Role in Teaching with Setting & Maintaining 4.10 Museum, Botanical And Zoological Garden: Role In Teaching Unit 5: Evaluation 5.6 Evaluation- Concept, Nature and Need 5.7 Norm Referenced & Criterion Referenced Evaluation, Comprehensive and Continuous Evaluation: Concept and Significance, Scholastic and Co-Scholastic Assessment 5.8 Tools and Techniques for Formative and Summative Assessments 5.9 Preparation of Diagnostic Test and Achievement Test 5.10 Adaptations of Evaluation Procedure With Reference To Children With Disabilities Practical/ Field Engagement/Project Work Any one of the following I. Pedagogical analysis of a unit from Science content. JJ. Preparation of a multimedia presentation on a topic from Science content keeping students with disabilities in view. JJJ. Developing an Action Research Plan on a problem related to teaching and learning of Sciences to students with disabilities to students with disabilities. IV. Construction of a diagnostic test for unit along with a remedial plan. B.Ed. Spl.Education Curriculum

52 W. Comparative analysis of prescribed syllabus and textbooks of different Boards Curricular innovations in respective subject areas VI. Curricular adaptations for teaching Sciences to students with disabilities. Essential Readings Brown, R. (1978). Science instruction of visually Impaired Youth. New York: AFB. Buxton, A. C. (2010). Teaching Science in Elementary and Middle School. NewDelhi: Sage Publications. Bybee, R. (2010b). The teaching of science: 21st-century perspectives. Arlington, VA: NSTA Press,USA. Fensham, P.J. (1994). The content of Science: A constructive Approach to its Teaching and Learning.Washington, D.C: The Falmer Press. Gupta, V. K. (1995). Teaching and llearning of Science and Technology. New Delhi: Vikas Publishing House Pvt. Ltd. Henninen, K. A. (1975). Teaching of Visually Handicapped, Ohio: Charles E. Merrill Publishing Company. Joshi, S. R. (2005). Teaching of Science.New Delhi: A.P.H Publishing Corporation. Kelley, P., & Gale, G. (1998). Towards Excellence: Effective education for students with vision impairments, Sydney: North Rocks Press. Lawson, E. A. (2010). Teaching Inquiry Science in Middle School, New Delhi: Sage Publications. Layton, D. (1989). Innovations in Science and Technology Education, New Delhi: Sterling Publishers. Mani, M. N. G. (1992). Techniques of teaching blind children, New Delhi: Sterling Publishers. Mukhopadhyay, S., Jangira, N. K., Mani, M.N. G., & Raychowdhary, N. (1987). Sourcebook for training teachers of visually impaired, New Delhi: NCERT. Murray, L. J. (1988). Basic Skills Science, Boston: John Murrey. NCERT (1982). Teaching Science in secondary schools, New Delhi: NCERT. NIVH (1992). Handbook for the teachers for the visually handicapped, Dehradun Scholl, G.T. (1986). Foundations of education for blind and visually handicapped children and youth, New York: American Foundation for the blind. Sharma, R. C. (2005). Modern Science teaching, Delhi: Dhanpat Rai & Sons. Siddiqui, H. M. (2007). Teaching science, New Delhi: Balaji offset. Siddiqui, N.N., & Siddiqui, M. N. (1994). Teaching of science today & tomorrow, Delhi: Doaba House. Starin, A., & Sund, B. (1983). Teaching science through discovery. Ohio: Charles E. Merril Publishing Company. B.Ed. Spl.Education Curriculum

53 Tripathi, S. (2004). Teaching of Physical Science, Delhi: Dominant Publications. UNESCO (1966). Source Book for Science Teaching, Paris: UNESCO. Vaidya, N. (2003). Science Teaching in Schools, New Delhi: Deep & Deep Publishers. Vanaja, M. (2006). Teaching of Physical Science, Hyderabad: Neelkamal Publications. Suggested Readings Gupta, S. K. (1983). Technology of Science Education, Delhi: Vikas Publishing House Pvt. Ltd. Gupta, V. K. (1995). Readings in Science and Mathematics Education, Ambala: The Associated Press. Mangal S. K., & Shubhra (2005). Teaching of Biological Sciences, Meerut: International Publishing House. Rao, V.K. (2004). Science Education, APH Publishing Corpn. New Delhi. B.Ed. Spl.Education Curriculum

54 PEDAGOGY OF TEACHING MATHEMATICS Course Code: A 4 Paper Code: BSE-EDN-04(C) Credits:4+1 Contact Hours: 60 Marks: 100 Introduction The course will help the student-teachers to generate their student s interest for learning maths and develop dispositions towards the subject. It is designed to equip the learners to teach maths using innovative methods, techniques and teaching learning material for children with & withought disabilities. Objectives After completing the course the student-teachers will be able to Explain the nature of Mathematics and its historical development with contribution of Mathematicians. Describe the aims and objectives of teaching Mathematics at school level. Demonstrate and apply skills to select and use different methods of teaching Mathematics. Demonstrate competencies of planning for teaching Mathematics, organizing laboratory facilities and equipment designing pupil centered teaching learning experiences. Demonstrate skills to design and use various evaluation tools to measure learner achievement in Mathematics. Unit 1: Nature of Mathematics 1.1 Meaning, Nature, Importance and Value of Mathematics 1.2 Axioms, Postulates, Assumptions and Hypothesis in Mathematics 1.3 Historical Development of Notations and Number Systems 1.4 Contribution of Mathematicians (Ramanujam, Aryabhatta, Bhaskaracharya, Euclid, Pythagoras) 1.5 Perspectives on Psychology of Teaching and Learning of Mathematics- Constructivism, Enactivism, Vygotskyian Perspectives, and Zone of Proximal Development Unit 2: Objectives and Instructional Planning in Mathematics 2.1Aims and Objectives of Teaching Mathematics in Elementary and Secondary Schools 2.2 Bloom s Taxonomy of Educational Objectives and Writing Objectives in Behavioural Terms 2.3 Lesson Planning Importance and Basic Steps. Planning Lesson of Arithmetic, Algebra and Geometry 2.4 Unit Planning Format of A Unit Plan B.Ed. Spl.Education Curriculum

55 2.5 Pedagogical Analysis: Meaning and Need and Procedure for Conducting Pedagogical Analysis. Classification of Content, Objective, Evaluation, etc Unit 3: Strategies for Learning and Teaching Mathematics 3.1 Concept Formation and Concept Attainment: Concept Attainment Model for Learning and Teaching of Concepts 3.2 Learning By Exposition: Advanced Organizer Model 3.3 Methods of Teaching- Lecture, Discussion, Demonstration, Inductive-Deductive, Analytic-Synthetic, Problem-Solving, And Project 3.4 Techniques of Teaching Mathematics: Oral Work, Written Work, Drill-Work, Brain- Storming and Computer Assisted Instruction (CAI) 3.5 Creating Different Situations of Learning Engagement: Group Learning, Individual Learning, Small-Group, Cooperative (Peer-Tutoring, Jigsaw, etc.), and Situational/ Contextual Learning Unit 4: Teaching-Learning Resources in Mathematics for Students with Disabilities 4.1 Mathematics Laboratory- Concept, Need, and Equipment for Setting Up a Mathematics Laboratory 4.2 Utilization of Learning Resources in Mathematics: Charts and Pictures, Weighing and Measuring Instruments, Drawing Instruments, Models, Concrete Materials, Surveying Instruments With Reference To Children With Disabilities 4.3 Bulletin Boards and Mathematics Club 4.4 Abacus, Cussionaire Rods, Fractional Discs, Napier Strips 4.5 Calculators, Computers, Smart Boards, Multimedia Presentations, and Special Aids and Appliances For Children With Disabilities Unit 5: Assessment and Evaluation for Mathematics Learning 5.1 Assessment and Evaluation- Concept, Importance and Purpose 5.2 Error Analysis, Diagnostic Tests, Identification of Hard Spots and Remedial Measures 5.3 Tools and Techniques for Formative and Summative Assessments of Learner Achievement in Mathematics, Comprehensive and Continuous Evaluation in Mathematics 5.4 Preparation of Diagnostic and Achievement Test 5.5 Adaptations in Evaluation Procedure for Students With Disabilities Practical/ Field Engagement/ Project Work Any one of the following I. Pedagogical analysis of a unit of content from secondary school Mathematics Syllabus II. Preparation of a multimedia presentation on a topic with special reference to students with disabilities III. Construction of a question paper based on current CBSE format/concerned State B.Ed. Spl.Education Curriculum

56 Board of education, preparing its Scoring key, and marking scheme IV. Analyzing errors committed by school children in Mathematics and preparing a remedial plan V. Developing an Action Research proposal for a problem related to teaching and learning of Mathematics with reference to students with disabilities Transactions Lecture cum demonstration, Workshops and Seminars Essential Readings Carey, L.M. (1988). Measuring and Evaluating School Learning, Boston: Allyn and Bacon. Chambers, P. (2010).Teaching Mathematics, Sage Publication, New Delhi. Chapman, L.R. (1970). The Process of Learning Mathematics, New York: Pregamon Press. David, A.H., Maggie, M.K., & Louann, H.L. (2007). Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners, Canada: Amazon Books. David, W. (1988). How Children Think and Learn, New York: Blackwell Publishers Ltd. Gupta, H. N., & Shankaran, V. (Ed.), (1984). Content-Cum-Methodology of Teaching Mathematics. NCERT, New Delhi. James, A. (2005). Teaching of Mathematics, New Delhi: Neelkamal Publication. Kumar, S. (2009). Teaching of Mathematics, New Delhi: Anmol Publications. Mangal, S.K. (1993). Teaching of Mathematics, New Delhi: Arya Book Depot. Mani, M. N. G. (1992). Techniques of Teaching Blind Children, New Delhi: Sterling Publishers. Mukhopadhyaya, S., Jangira, N. K., Mani, M.N. G., & Raychaudhary, N. (1987). Sourcebook for Training Teachers of Visually Handicapped, New Delhi: NCERT. Nemeth, A. (1973). Nemeth Code for Mathematics and Scientific Notation, Loviseville K: American Printing House. Siddhu, K.S. (1990). Teaching of Mathematics, New Delhi: Sterling Publishers. Suggested Readings Keeley, P. K., & Cheryl, T. R. (2011). Mathematics Formative Assessment, Canada: Sage Publications. National Curriculum Framework. (2005). NCERT, New Delhi: NCERT. National Curriculum Framework for Teacher Education. (2009). NCTE, New Delhi. Teaching of Mathematics (ES-342), Blocks 1-4. (2000). IGNOU, New Delhi. Text Books of Mathematics for Class-VI to X. (2006). NCERT, New Delhi. B.Ed. Spl.Education Curriculum

57 PEDAGOGY OF TEACHING SOCIAL SCIENCE Course Code: A Paper Code: BSE-EDN-04(D) Credits: 04+1 Contact Hours: 60 Marks: 100 Introduction This course explores the scope of social science. It develops competencies in designing lesson plans and evaluations tools. It addresses the knowledge and understanding of the methodologies, approaches to teach social sciences at secondary level and also modify and adapt content-area curricula, materials and techniques for students with disabilities. The course also focuses on various skills and competencies that teachers need to develop. Objectives After completing the course the student-teachers will be able to Explain the concept, nature and scope of social science. Develop competencies for designing unit and lesson plans, as well as tools of evaluation for social science teaching. Develop skills in preparation and use of support materials for effective social science teaching. Develop the ability to organize co-curricular activities and community resources for promoting social science learning. Unit I: Nature of Social Sciences 1.1 Concept, scope and nature of social science 1.2 Difference between social sciences and social studies 1.3 Aims and objectives of teaching social science at school level 1.4 Significance of social science as a core subject 1.5 Role of social science teacher for an egalitarian society Unit II: Curriculum and Instructional Planning 2.1 Organization of social science curriculum at school level 2.2 Instructional Planning: Concept, need and importance 2.3 Unit plan and Lesson plan: need and importance 2.4 Procedure of Unit and Lesson Planning 2.5 Adaptation of unit and lesson plans for children with disabilities Unit III: Approaches to teaching of Social Science 3.1 Curricular approaches: a) Coordination, b) Correlational, c) Concentric, d) Spiral, e) Integrated, f) Regressive 3.2 Methods of teaching social science: Lecture, discussion, socialized recitation, source and project method B.Ed. Spl.Education Curriculum

58 Devices and techniques of teaching social studies Narration, description, illustration, questioning, assignment, field trip, story telling, Role play, Group and self study, programmed learning, inductive thinking, Concept mapping, expository teaching and problem solving 3.3 Accommodations required in approaches for teaching children with disabilities 3.4 Instructional material for teaching of social science: Time-lines & Genealogical charts, Maps & Globes, Use of different types of Boards(Smart boards, Chalk Board, Flannel Board), Tape-records, Radio, Television, Films & Filmstrips, Overhead Projector, Social science games and Power Point Presentation 3.5 Adaptations of material for teaching children with disabilities Unit IV: Evaluation of Learning in Social Science 4.1 Purpose of evaluation in social science 4.2 Techniques of evaluating learner achievement in social Science: Written and Oral tests, Observation Tools, Work Samples, Portfolio 4.3 Assessment: tools and techniques of Continuous and Comprehensive Evaluation (CCE) for curricular and co-curricular subjects 4.4 Construction of teacher made test 4.5 Diagnostic testing and enrichment techniques for children with disabilities Unit V: Social Science Teacher as a Reflective Practitioner 5.1 Being a reflective practitioner- use of action research 5.2 Developing an Action Research Plan for solving a problem in teaching-learning of Social science 5.3 Case study- Need and Importance for a School Teacher 5.4 Development of a Professional Portfolio/ Teaching Journal 5.5 Competencies for teaching Social science to children with disabilities Transaction The student-teachers should be encouraged to read chapters and articles. There may be quizzes, seminars, field trips, lectures, demonstrations, school visits and observations to teach this course. Course Work/ Practical/ Field Engagement Prepare a unit of social science content for a given child with disabilities Develop an Action Research Plan on a problem related to teaching and learning in Social Science Adapt teaching learning materials for a child with disabilities Develop questions and achievement tests in social science Organize activities like quiz, mock-parliament, field trips, exhibitions and any other co-curricular activities in schools B.Ed. Spl.Education Curriculum

59 Essential Readings Aggarwal, J. C. (2008). Principles, methods & techniques of teaching. UP: Vikas Publishing House Pvt Ltd. Batra, P. (2010). Social Science Learning in Schools Perspective and Challenges, Sage Publications Pvt. Ltd; Pap/Com edition. Chauhan, S. S. (2008). Innovations in teaching learning process. UP: Vikas Publishing House Pvt Ltd. Dhand, H. (2009). Techniques of Teaching. New Delhi: APH Publishing Corporation. Duplass, J. A. (2009). Teaching elementary social studies. New Delhi: Atlantic Publishers. Mangal, U. (2005). Samajik Shikshan, Arya Book Depot, New Delhi. Suggested Readings Aggarwal, J.C. (2008). Teaching of social studies: A practical approach. (4th ed). UP: Vikas Publishing House Pvt Ltd. George, A. M., & Madam, A. (2009). Teaching Social Science in Schools: NCERT'S New Textbook Initiative. Mangal, S.K. (2004). Teaching of Social Science, Arya Book Depot, Delhi. Rai, B.C. (1999). Methods of Teaching Economics, Prakashan Kendra, Lucknow. Sharma, R.A. (2008). Technological foundation of education. Meerut: R.Lall Books Depot. Sharma, R.N. (2008). Principles and techniques of education. Delhi: Surjeet Publications. Singh, Y.K. (2009). Teaching of history: Modern methods. New Delhi: APH Publishing Corporation. Stone, R. (2008). Best Practices for Teaching Social Studies: What Award-Winning Classroom Teachers Do, Corwin, CA. B.Ed. Spl.Education Curriculum

60 Paper Code: BSE-EDN-05(A) PEDAGOGY OF TEACHING HINDI Course Code: A Credits: 04+1 Contact Hours: 60 Marks: 100 B.Ed. Spl.Education Curriculum

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63 Paper Code: BSE-EDN-05(B) PEDAGOGY OF TEACHING TELUGU B.Ed. Spl.Education Curriculum

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67 EDAGOGY OF TEACHING ENGLISH Course Code: A5 Paper Code: BSE-EDN-05( C) Credits: 04+1 Contact Hours: 60 Marks: 100 Introduction This course will enable the student-teachers to gain a strong knowledge base in nature of English language & literature, instructional planning and evaluation. It will help in applying theory to practice to design your own materials and plan lessons in preparation for teaching real classes.the course offers you the opportunity to explore in-depth aspects of english and to find out about the approaches and current practices of language teaching in relation to indian and international contexts. The course also equips you with analytical and investigative skills and povides a foundation in issues related to English language teaching, second language pedagogy and language acquisition. Objectives After completing the course the student-teachers will be able to Explain the principles of language teaching, and evolution and trends in English literature. Prepare an instructional plan in English. Adapt various approaches and methods to teach English language. Use various techniques to evaluate the achievement of the learner in English. Unit I: Nature of English Language & Literature 1.1 Principles of Language Teaching 1.2 Language Proficiency: Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency( CALP) 1.3 English Language in the school context: An Evolutionary Perspective 1.4 Current Trends in Modern English Literature in Indian context 1.5 Teaching as second language in Indian context. Unit II: Instructional Planning 2.1 Aims and objectives of Teaching English at different stages of schooling 2.2 Instructional Planning: Need and Importance 2.3 Unit and lesson plan: Need and Importance 2.4 Procedure of Unit and Lesson Planning 2.5 Planning and adapting units and lessons for children with disabilities Unit III: Approaches and Methods of Teaching English 3.1 Difference between an approach and a method B.Ed. Spl.Education Curriculum

68 3.2 Task based approach, co-operative learning, language across curriculum, communicative language teaching, Bilingual, Eclectic and Constructive approach 3.3 Method Teaching of Prose, Poetry, Drama, Grammar and Vocabulary- i) Translation method. ii) Structural Situational method. iii) Direct method 3.4 Development of four basic language skills: Listening, Speaking, Reading, and Writing 3.5 Accommodation in approaches and techniques in teaching children with disabilities Unit IV: Instructional Materials 4.1 Importance of instructional material and their effective use 4.2 The use of the instructional aids for effective teaching of English: Smart boards, Chalk Board, Flannel Board, Pictures/ Picture-cut-outs, Charts, Tape-records, Radio, Television, Films & Filmstrips, Overhead Projector, Language Laboratory, Language games, reading cards, Worksheets, Handouts, and Power Point Presentation 4.3 Construction of a teacher made test for English proficiency 4.4 Teaching portfolio 4.5 Adaptations of teaching material for children with disabilities Unit V: Evaluation 5.1 Evaluation - Concept and Need 5.2 Testing Language skills and Language elements (Vocabulary, Grammar and Phonology) 5.3 Adaptation of Evaluation Tools for Children with Disabilities 5.4 Individualized assessment for Children with Disabilities 5.5 Error analysis, Diagnostic tests and Enrichment measures Transaction This course should be taught through a series of workshops, seminars and presentations. Lectures, demonstrations and discussions for theory based topics. Students should be encouraged to use instructional material in their practice of teaching lessons. Adaptations in pedagogy, material and evaluation should be taught through workshops and specific case studies Course Work/ Practical/ Field Engagement Design teaching programme based on error analysis Develop an Action Research Plan for measuring the effectiveness of a given teaching approach in English Develop work sheet (interactive including language games) Prepare worksheets to enrich vocabulary among secondary students with disabilities Develop lesson plans for the teaching of prose and poetry Critically analyze any one poem or essay of a well known poet or writer B.Ed. Spl.Education Curriculum

69 Essentital Readings Allen, H., & Cambell, R. (1972). Teaching English as second Language, McGraw Hill, New York. Bharthi, T., & Hariprasad, M. (2004). Communicative English, Neelkamal Publications, Hyderabad. Bhatia, K.K. (2006). Teaching and Learning English as a Foreign Language. Kalyani Publishers, New Delhi. Grellet, F.(1980). Developing Reading Skills, Cambridge University Press, New York. IGNOU CTE 02 Certificate in Teaching of English (1989). The Structure of English, IGNOU, New Delhi. IGNOU EEG 02 Elective Course in English (1989). The Structure of Modern English Blocks (1 to 7), IGNOU, New Delhi. Suggested Readings Agnihotri, R.K., & Khanna, A.L. (Ed.) (1996). English Grammar in context, Ratnasagar, Delhi. Bhatia, K.K., & Kaur, N. (2011). Teaching and Learning English as a Foreign Language. Ludhiana: Kalyani Publishers. Bindra, R. (2005). Teaching of English. Jammu: Radha Krishan Anand and Co. Brumfit, C.J., & Johnson (Ed.) (1979). The communicative Approach to Language Teaching, Oxford University Press, Oxford. Bryne, D. (1988). Teaching Writing Skills, Longman, England. Krashen, D. (1992). Principles and Practice in Second Language Acquisition, Pergamum Press Oxford. Krishna Swamy (2003). Teaching English: Approaches, Methods and Techniques, Macmillan Publication, New Delhi. Sachdeva, M. S. (2007). Teaching of English. Patiala: Twenty First Century Publications. Sahu, B. K. (2004). Teaching of English. Ludhiana: Kalyani Publishers. Shaik, M. & Gosh, R.N. (2005). Techniques of Teaching English, Neelkamal Publications, Hyderabad. Sharma, P. (2011). Teaching of English: Skill and Methods. Delhi: Shipra Publication. B.Ed. Spl.Education Curriculum

70 Area- B CROSS DISABILITY AND INCLUSION B6 B7 B8 B9 B10 B11 Inclusive Education Introduction to Sensory Disabilities (VI, HI, Deaf-Blind) Introduction to Neuro Developmental Disabilities (LD, MR(ID), ASD) Introduction to Locomotor & Multiple Disabilities ( CP, MD) Skill-based Optional Course (Cross Disability and Inclusion) Skill-based Optional Course (Disability Specialization) B10: Skill-based Optional Course (Cross Disability and Inclusion) ANY ONE A Guidance and Counselling B Early Childhood Care & Education C Applied Behavioural Analysis D Community Based Rehabilitation E Application of ICT in Classroom F Gender and Disability G Braille and Assistive Devices B11: Skill-based Optional Course (Disability Specialization) ANY ONE A Orientation & Mobility B Communication Options: Oralism C Communication Options: Manual Options (Indian Sign Language) D Augmentative and Alternative Communication Management of Learning Disability Vocational Rehabilitation & Transition to Job Placement INCLUSIVE EDUCATION B.Ed. Spl.Education Curriculum

71 Paper Code: BSE-EDN- 06 Course Code: B 6 Contact Hours: 30 Credits: 02 Marks: 50 Introduction The course is designed to develop an understanding about inclusive education and addressing diversity in the mainstream classroom. It is also formulated in a way that the learners will know the pedagogical practices and recognises ways in which different stakeholders can collaborate for the success of inclusive education. Objectives After completing the course the student-teachers will be able to Explain the construct of inclusive education & the progression from segregation towards valuing & appreciating diversity in inclusive education. Explicate the national & key international policies & frameworks facilitating inclusive education. Enumerate the skills in adapting instructional strategies for teaching in mainstream classrooms. Describe the inclusive pedagogical practices & its relation to good teaching. Expound strategies for collaborative working and stakeholders support in implementing inclusive education. Unit 1: Introduction to Inclusive Education 10 Hours 1.1 Marginalisation vs. Inclusion: Meaning & Definitions 1.2 Changing Practices in Education of Children with Disabilities:Segregation, Deinstitutionlization, Normalisation, Integration & Inclusion 1.3 Principles of Inclusive Education: Access, Equity, Relevance, Participation & Empowerment 1.4 Barriers to Inclusive Education: Attitudinal, Physical & Instructional 1.5 Implications of Polices, Acts & Frameworks Facilitating Inclusive Education Unit 2: Polices & Frameworks Facilitating Inclusive Education 5 Hours 2.1International Declarations: Universal Declaration of Human Rights (1948), World Declaration for Education for All (1990) 2.2International Conventions: Convention against Discrimination (1960), Convention on Rights of a Child (1989), United Nations Convention of Rights of Persons with Disabilities (UNCRPD) (2006) 2.3 International Frameworks: Salamanca Framework (1994), Biwako Millennium Framework of Action (2002) 2.4 National Commissions & Policies: Kothari Commission (1964), National Education Policy (1968), National Policy on Education (1986), Revised National Policy of B.Ed. Spl.Education Curriculum

72 Education (1992), National Curricular Framework (2005), National Policy For Persons With Disabilities (2006) 2.5 National Acts & Programs: IEDC (1974), RCI Act (1992), PWD Act (1995), National Trust Act (1999), SSA (2000), RTE (2006), RMSA (2009), IEDSS (2013) Unit 3: Adaptations Accommodations and Modifications 10 Hours 3.1 Meaning, Difference, Need & Steps 3.2 Specifics for Children with Sensory Disabilities 3.3 Specifics for Children with Neuro-Developmental Disabilities 3.4 Specifics for Children with Loco Motor & Multiple Disabilities 3.5 Engaging Gifted Children Unit 4: Inclusive Academic Instructions 8 Hours 4.1 Universal Design for Learning: Multiple Means of Access, Expression, Engagement & Assessment 4.2 Co-Teaching Methods: One Teach One Assist, Station-Teaching, Parallel Teaching, Alternate Teaching & Team Teaching 4.3 Differentiated Instructions: Content, Process & Product 4.4 Peer Mediated Instructions: Class Wide Peer Tutoring, Peer Assisted Learning Strategies 4.5 ICT for Instructions Unit 5: Supports and Collaborations for Inclusive Education 5 Hours 5.1 Stakeholders of Inclusive Education & Their Responsibilities 5.2 Advocacy & Leadership for Inclusion in Education 5.3 Family Support & Involvement for Inclusion 5.4 Community Involvement for Inclusion 5.5 Resource Mobilisation for Inclusive Education Practical & Field Engagement I. Visit Special Schools of any two Disabilities & an Inclusive school & write observation report highlighting pedagogy II. Prepare a Checklist for Accessibility in Mainstream Schools for Children with Disabilities III. Design a Poster on Inclusive Education IV. Prepare a Lesson Plan on any one School subject of your choice using any one Inclusive Academic Instructional Strategy Transactions Group discussions following videos and visits. Debate for Inclusion vs. Segregation & Self study for legislations and frameworks Suggested Readings B.Ed. Spl.Education Curriculum

73 Bartlett, L. D., & Weisentein, G. R. (2003). Successful Inclusion for Educational Leaders. New Jersey: Prentice Hall. Chaote, J. S. (1991). Successful Mainstreaming. Allyn and Bacon. Choate, J. S. (1997). Successful Inclusive Teaching. Allyn and Bacon. Daniels, H. (1999). Inclusive Education.London: Kogan. Deiner, P. L. (1993). Resource for Teaching Children with Diverse Abilities, Florida: Harcourt Brace and Company. Dessent, T. (1987). Making Ordinary School Special. Jessica Kingsley Pub. Gargiulo, R.M. Special Education in Contemporary Society: An Introduction to Exceptionality. Belmont: Wadsworth. Gartner, A., & Lipsky, D.D. (1997). Inclusion and School Reform Transferring America s Classrooms,Baltimore: P. H. Brookes Publishers. Giuliani, G.A. & Pierangelo, R. (2007). Understanding, Developing and Writing IEPs. Corwin press:sage Publishers. Gore, M.C. (2004). Successful Inclusion Strategies for Secondary and Middle School Teachers, Crowin Press, Sage Publications. Hegarthy, S. & Alur, M. (2002). Education of Children with Special Needs: from Segregation to Inclusion, Corwin Press, Sage Publishers. Karant, P., & Rozario, J. ((2003). Learning Disabilities in India. Sage Publications. Karten, T. J. (2007). More Inclusion Strategies that Work. Corwin Press, Sage Publications. King Sears, M. (1994). Curriculum Based Assessment in Special Edcuation. California: Singular Publications. Lewis, R. B., & Doorlag, D. (1995). Teaching Special Students in the Mainstream. 4th Ed. New Jersey: Pearson. McCormick, S. (1999). Instructing Students who Have Literacy Problems. 3rd Ed. New Jersey, Pearson. Rayner, S. (2007). Managing Special and Inclusive Education, Sage Publications. Ryandak, D. L. & Alper, S. (1996). Curriculum Content for Students with Moderate and Severe Disabilities in Inclusive Setting. Boston, Allyn and Bacon. Sedlak, R. A., & Schloss, P. C. (1986). Instructional Methods for Students with Learning and Behaviour Problems. Allyn and Bacon. Stow L. & Selfe, L. (1989). Understanding Children with Special Needs. London: Unwin Hyman. Turnbull, A., Turnbull, R., Turnbull, M., & Shank, D.L. (1995). Exceptional Lives: Special Education in Today s Schools. 2nd Ed. New Jersey: Prentice Hall.Inc. Vlachou D. A. (1997). Struggles for Inclusive Education: An Ethnographic Sstudy. B.Ed. Spl.Education Curriculum

74 Philadelphia: Open University Press. Westwood, P. (2006). Commonsense Methods for Children with Special Educational Needs Strategies for the Regular Classroom. 4th Edition, London Routledge Falmer: Taylor & Francis Group. B.Ed. Spl.Education Curriculum

75 INTRODUCTION TO SENSORY DISABILITIES Course Code: B 7 Paper Code: BSE-EDN-07 Credits: 02 Contact Hours: 30 Marks: 50 Introduction The course is designed to provide a basic understanding to the student-teachers about the nature and needs of different types of sensory disabilities. It will also equip them in undertaking screening, planning and instructing students with sensory disabilities. Objectives After completing this course, the student-teachers will be able to Describe the different types of sensory impairments. Explicate the impact of sensory impairments. Explain the issues & ways to address challenges in educating students with sensory impairments.. Unit 1: Hearing Impairment: Nature & Classification 1.1 Definition, Screening, Identification and Charaterisctics of HI 1.2 Causes, Clasification and Types of HI 10 Hours 1.3 Impact of different degrees of hearing impairment on communication and literacy development 1.4 Adaptations, Accommodations and Modifications for CWHI 1.5 Challenges arising in Educating CWHI in Inclusive Set ups. Unit 2 : Visual Impairment: Nature & Classification 2.1 Definition, Screening, Identification and Charaterisctics of VI 2.2 Causes, Clasification and Types of VI 10 Hours 2.3 Impact of different degrees of Visual impairment on Communication, Mobility&Orientation and literacy development 2.4 Adaptations, Accommodations and Modifications for CWVI 2.5 Challenges arising in Educating CWVI in Inclusive Set ups. Unit 3: Deaf-Blindness: Nature & Classification 3.1 Definition, Screening, Identification and Charaterisctics of DB 3.2 Causes, Clasification and Types of DB 3.3 Impact of different degrees of DB on communication and literacy development 3.4 Adaptations, Accommodations and Modifications for CWDB 3.5 Challenges arising in Educating CWDB in Inclusive Set ups. 10 Hours B.Ed. Spl.Education Curriculum

76 Course Work/ Practical/ Field Engagement (Any One) Using a checklist for screening of children for hearing impairment Using a checklist for screening of children forvisual impairment Using a checklist for screening of children for deaf, blindness Curriculum Transaction Visits, Observations, Videos and Interactions with Students with Sensory Disabilities Essential Readings Bradford, L. J. & Hardy, W.G. (1979). Hearing and Hearing Impairment. New York: Grune and Stratton. Davis, H. & Silverman, S. R. (1970). Hearing and Deafness - Part I. Holt, London: Rinehart & Winston. Holbrook, C.M., & Koenig, A. J. (Eds.) (2000). Foundations of Education, Vol I: History and Theory of Teaching Children and Youths with Visual Impairments. (2 nd ed): New York: AFB Press. Handbook on Deafblindness (2005). Sense International India. Retrieved online on 24/4/2015 from d=0cd EQFjAC&url=http%3A%2F%2Fssa.nic.in%2Finclusiveeducation%2Ftraining-module-for-resource-teachers-for-disablechildren%2FModule%25202%2520Deafblindness.pdf%2Fat_download%2Ff ile&ei= LkY6VdGlOIKymAW604CgDg&usg=AFQjCNHxJc9OazS1f- TSI_HgQqJKxWjs_A&sig2=LIBWuGnYE0OLPtpK5FCHEg&bvm=bv ,d. dgy Kelley, P., & Gale, G. (1998). Towards Excellence: Effective education for students with vision impairments. Sydney: North Rocks Press. Lowenfeld, B. (1973). Visually Handicapped Child in School and Society; American Foundation for the Blind; NewYork. Lynas, W. (2000). Communication options. In J. Stokes (Ed), Hearing Impaired Infants Support in the first eighteen months. London: Whurr Publishers Ltd. Martin, F. N., & Clark, J.G. (2009). Introduction to Audiology. 10th ed. Boston: Pearson Education. Martin, F.N., & Clark, J.G. (2012). Introduction to Audiology. 11th ed. Boston: Pearson Education. National Institute for the Visually Handicapped (2015). Information Booklet on Visual Impairment in India, Dehradun: Government of India. Nerbonne, M. A., & Schow, R.L. (2002). Introduction to Audiologic Rehabilitation. Boston: Allyn and Bacon. B.Ed. Spl.Education Curriculum

77 Nerbonne, M. A., & Schow, R.L. (2013). Introduction to Audiologic Rehabilitation. 6th ed. Boston: Pearson Education. Northern, J. L., & Downs, M. P. (2002). Hearing in Children (5th Ed.). Philadelphia: Williams & Wilkins Prescod, S. V. (1978). Audiology Handbook of Hearing Disorders. New York: Van Nostrand Reinhold Company. Sataloff, R. T., & Sataloff, J. (2005). Hearing Loss. (4th Ed.) London: Taylor & Francis. Sims, L.G., Walter, G.G., & Whitehead, R.L. (1981). Deafness and Communication: Assessment and Training. Baltimore: Williams and Wilkins. Warren, D.H. (1994). Blindness and Children: An Individual Differences Approach. New York: Cambridge University Press. Suggested Readings Auditory-Verbal International (1991). Auditory-verbal position statement. Auricle 4: Harp, B. (2006). The handbook of literacy assessment and evaluation, (3rd Eds). Norwood, M.A.: Christopher-Gordon Publishers, Inc. Katz, J. (1985). Handbook of Clinical Audiology. (4th Ed.) Baltimore: Williams and Wilkins. Loreman, T., Deppeler, J., & Harvey, D. (2005). Inclusive education - A practical guide to supporting diversity in the classroom. (2nd Eds.). U.K. Routledge. Norris, G. H., & Romer, L.T. (1995). Welcoming Students who are deafblind to typical classrooms.u.s: Paul H. Brookes. Pandey, R. S., & Advani, L. (1995). Perspectives in Disability and Rehabilitation. New Delhi: Vikas Publishing House Pvt. Ltd. Proceedings from National Conference on Centenary for Work for the Blind in India (1987). All India Confederation of the Blind and Christoffel Blinden Mission; Delhi: R.K.Printers. Scholl, G.T. (1986). Foundations of Education for Blind and Visually Handicapped Children and Youth. New York: American Foundation for the BLind. Tucker, I., & Nolan, M. (1984).Educational Audiology. London: Croom Helm. Tye-Murray, N. (1998). Intervention Plans for Children. In Tye-Murray N. (Eds) Foundations of Aural Rehabilitation. San Diego: Singular. p B.Ed. Spl.Education Curriculum

78 INTRODUCTION TO NEURO DEVELOPMENTAL DISABILITIES Course Code: B 8 Paper Code: BSE-EDN_08 Credits: 02 Contact Hours: 30 Marks: 50 Introduction The course integrates relevant subject matter in the areas of Learning Disability, intellectual Disability and Autism Spectrum Disorder. This course will prepare preservice teachers to work with students with Neuro Developmental disabilities in inclusive and specialized settings. It fosters the acquisition of the broad-based knowledge and skills needed to provide effective educational programs for students with learning and behavior characteristics. The course emphasizes implications for educational and vocational programming, curriculum, and instruction. Objectives After completing the course the student-teachers will be able to Discuss the characteristics and types of Neuro Developmental disabilities.. Describe the tools and areas of assessment for Neuro Developmental disabilities... Unit 1: Learning Disability: Nature and Needs 10 Hours 1.1 Definition, Screening, Identification and Charaterisctics of LD 1.2 Causes, Classification and Types of LD 1.3 Impact of different types of LD on Reading, Writing and Arithmatics 1.4 Adaptations, Accommodations and Modifications for CWLD 1.5 Challenges arising in Educating CWLD in Inclusive Set ups. Unit 2: Intellectual Disability: Nature and Needs 10 Hours 2.1 Definition, Screening, Identification and Charaterisctics of ID 2.2 Causes, Classification and Types of ID 2.3 Impact of different levels of ID on ADL, Comunication, Social, Functional Academics and Vocational skills 2.4 Adaptations, Accommodations and Modifications for CWID 2.5 Challenges arising in Educating CWID in Inclusive Set ups. B.Ed. Spl.Education Curriculum

79 Unit 3: Autism Spectrum Disorder: Nature and Needs 3.1 Definition, Screening, Identification and Charaterisctics of ASD 3.2 Causes, Classification and Types of ASD 10 Hours 3.3 Impact of different levels of ASD on Communication, Social, Behavioural and Academic Skills 3.4 Adaptations, Accommodations and Modifications for CWASD 3.5 Challenges arising in Educating CWASD in Inclusive Set ups. Transaction This course should be taught through lectures, discussion, demonstrations, presentations and workshops. They should be given hands on training in assessments of specific needs of children, interpretation of test reports and develop strategies for classroom intervention Course Work/ Practical/ Field Engagement Any One Using a checklist for screening a child with learning disability in the given area Using a checklist for screening a child with Intelelctual disability in the given area Using a checklist for screening a child with Autism in the given area Essential Readings Accardo, P.J., Magnusen, C., & Capute, A.J. (2000). Autism: Clinical and Research Issues. York Press, Baltimore, American Psychiatric Association.(2000). Diagnostic and Statistical Manual of Mental Disorders (4 th ed. TR). Washington DC. Bala, M.J. (2004). Methods of Teaching Exceptional Children, Discovery, New Delhi. Browning, R. E. (2004). Teaching Students with Behaviour and Serve Emotional Problems, Suggested Readings Higgins, J. (2003) Practical Ideas that Really Work for Students with Dyslexia and Other Reading Disorders, PRO-ED, Austin. Moyes, R.A. (2010). Building Sensory Friendly Classrooms to Support Children with Challenging Behaviors: Implementing Data Driven Strategies, Sensory World, Texas. Pierangelo, R., & Giuliani G.A. (2003). Transition services in Special Education, Allyn & Bacon. Reddy G.L., & Rama, R. (2000). Education of Children with Special Needs, New Delhi - Discovery Pub. Simpson, R. L., & Myles, B, S. (2008). Educating Children and Youth with Autism: Strategies for Effective Practice. (2 nd edition) Pro Ed. Texas. Smith, D.D. (2003). Introduction to Special Education Teaching in an Age of opportunity, Allyn & Bacon. B.Ed. Spl.Education Curriculum

80 Strichart, S. S. (1993). Teaching Study Strategies to Students with Learning Disabilities, Allyn & Bacon, Boston. Swady, E.R. (1989). Diagnosis & Correction of Reading, Difficulties, Allyn & Bacon, Boston. Taylor, B. (1988). Reading Difficulties: Instruction and Assessment, Random House, New York. Wong, B. Y. L. (1996).The ABCs of learning disabilities (1 st ed.) Academic Press, San Diego, CA. B.Ed. Spl.Education Curriculum

81 INTRODUCTION TO LOCOMOTOR AND MULTIPLE DISABILITIES Course Code: B 9 Paper Code: BSE-EDN-09 Credits: 02 Contact Hours: 30 Marks: 50 Introduction The course aims to develop understanding about planning effective educational programme and functional activities for students with locomotor and multiple disabilities. This course intends to develop required skills in teacher trainee to identify the children with locomotor and multiple disabilities and also plan an effective programme education as well as for creating awareness on these conditions. Teacher is also expected to plan an effective therapeutic and programme and also refer for medical intervention whenever if necessary. Objectives After completing the course the student-teachers will be able to Identify the persons with Locomotor disabilities such as Cerebral Palsy, Amputees, Polio, Leprosy cured, Muscular dystrophies, Neural and spinal defects and Multiple disabilities. Plan an effective programme for creating awareness about the persons with Locomotor disabilities and Multiple disabilities. Plan an effective therapeutic and programme for the persons with Locomotor disabilities and Multiple disabilities and to refer for medical intervention if necessary. Plan an effective educational programme and functional activities for the persons with Locomotor disabilities and Multiple disabilities. Unit 1: Locomotor Disabilities 10 Hours 1.1 Definition, Screening, Identification of Locomotor Disability 1.2 Causes and Charaterisctics of Locomotor Disability 1.3 Classification and Types of Locomotor Disabilities CP, Polio, Spina Bifida and Muscular Dystrophy. 1.4 Impact of different types of Locomotor Disabilities on Mobility, Communication and Academic skills 1.5 Importance of Therapeutic Intervention and Referral Unit 2: Multiple Disabilities 10 Hours 2.1 Definition, Screening, Identification of Multiple Disabilities 2.2 Causes and Charaterisctics of Multiple Disabilities 2.3 Classification and Types of Multiple Disabilities 2.4 Impact of different types of Multiple Disabilities on ADL, Social, Mobility, Communication and Academic skills 2.5 Importance of Therapeutic Intervention and Referral Unit 3 Classroom Management 10 Hours 3.1 Challenges arising in Classroom Management (Physical) of CW Locomotor Disabilities B.Ed. Spl.Education Curriculum

82 3.2 Seating Arrangements, Positioning and Handling Techniques at Home and School 3.3 Time Table Planning and its importance 3.4 Facilitating Learning: Developing TLM/ Adaptations; 3.5 Assistive technology Aids and Appliances Course Work/ Practical/ Field Engagement (any one) Undertake a case study after identifying a child with cerebral palsy or a child with Multiple Disabilities. Assess the child s difficulties in activities of daily living and academic activities Find out the causes of their disabling conditions and what difficulties these children are facing in attending their schools. Prepare an apt TLM to suit any disability condition. Essential Readings Miller, F. and Bachrach, S.J. (2012). Cerebral Palsy: A Complete Guide for Caregiving. A Johns Hopkins Press Health Book. Sarva Siksha Abhiyan. Module on Cerebral Palsy. Sarva Siksha Abhiyan. Module on Multiple Disabilities. B.Ed. Spl.Education Curriculum

83 GUIDANCE & COUNSELLING Course Code: B 10(A) Paper Code: BSE-EDN-10 (A) Credits: 02 Contact Hours: 30 Marks: 50 Objectives After completing this course the student-teachers will be able to Apply the skills of guidance and counselling in classroom situations. Describe the process of development of self-image and self-esteem. Appreciate the types and issues of counselling and guidance in inclusive settings. Unit 1: Introduction to Guidance and Counselling 1.1 Guidance and Counselling: Definition and Aims 1.2 Areas of Guidance and Counselling 1.3 Core Conditions in Counselling 1.4 Skills and Competencies of a Counsellor 1.5 Role of Teacher in Guiding and Counselling Students with Special Needs Unit 2: Enhancing Self Image and Self Esteem 2.1 Concept of Self as Human 2.2 Understanding of Feelings and Changes 2.3 Growth to Autonomy 2.4 Personality Development 2.5 Role of Teacher in Developing Self-Esteem in Children Unit 3: Guidance and Counselling in Inclusive Education 3.1 Current Status with reference to Indian School 3.2 Types of Counselling: Child-Centred, Supportive, Family 3.3 Guidance in Formal and Informal Situations: Within and Outside Classroom, Vocational Guidance 3.4 Group Guidance: Group Leadership Styles and Group Processes 3.5 Challenges in Group Guidance Practicum/ Field engagement I. Counselling and report writing on a selected case II. Simulation of a parent counselling session III. Report of critical observation of a given counselling session Transaction The transaction for this course should be done with a perspective to enhance in the studentteachers the ability to become a People-helper. They should be able to appreciate the role of a guide and counsellor in the school setting. B.Ed. Spl.Education Curriculum

84 Essential Readings: Naik, P.S. (2013). Counselling Skills for Educationists. Soujanya Books, New Delhi. Nayak, A.K. (1997). Guidance and Counselling. APH Publishing, Delhi. Rao, V. K., & Reddy, R.S. (2003). Academic Environment: Advice, Counsel and Activities. Soujanya Books, New Delhi. Shah, A. (2008). Basics in gguidance and Counselling. Global Vision Publishing House. Sharma, V.K. (2005). Education and Training of Educational and Vocational Guidance. Soujanya Books, New Delhi. Suggested Readings Kapunan, R.R. (2004). Fundamentals of Guidance and Counselling. Rex Printing Company, Phillipines. Pal, O.B. (2011). Educational and Vocational Guidance and Counselling. Soujanya Books, New Delhi. B.Ed. Spl.Education Curriculum

85 EARLY CHILDHOOD CARE AND EDUCATION Course Code: B 10(B) Paper Code:BSE-EDN- 10(B) Credits: 02 Contact Hours: 30 Marks: 50 Introduction The course is designed to provide the student-teachers with an insight into developmental milestones of typical children. This will enable the learners to understand deviations and strategies to address them in the critical phase of development. It will also help the learners understand the importance of transitions and its requirements. Objectives After undertaking the course the student-teachers will be able to Explain the biological & sociological foundations of early childhood education. Describe the developmental systems approach and role responsibilities of interdisciplinary teams for early education of children with disabilities. Enumerate the inclusive early education pedagogical practices. Unit 1: The Early Years: An Overview 1.1 Facts about Early Childhood Learning & Development 1.2 Neural Plasticity 1.3 Critical Periods of Development of Motor, Auditory, Visual, Linguistic & Cognitive Skills 1.4 Sensitive Periods of Learning: Maria Montessori s Framework & Windows of Opportunity & Learning Timelines of Development in Young Children 1.5 Integrating Theories of Development & Learning for Early Childhood Education Curricula Unit2: Early Education of Children with Disabilities 2.1 Young Children at Risk & Child Tracking 2.2 Interdisciplinary Assessments & Intervention Plans 2.3 Developmental Systems Model for Early Intervention (Ofguralnick, 2001) 2.4 Curricular Activities for Development of Skills of: Imagination, Joy, Creativity, Symbolic Play, Linguistic, Emergent Literacy, Musical, Aesthetic, Scientific & Cultural Skills 2.5 Evidenced Based Practices for Early Intervention Unit 3: Inclusive Early Childhood Educational (ECE) Practices 3.1 Natural Environments, Service Delivery Models & Importance of Universal Designs of Learning (UDL) B.Ed. Spl.Education Curriculum

86 3.2 Practices for Inclusive ECE Programs: Adaptations of Physical Environment & Equipments, Visual Support Materials, Parent Partnerships, Friendships & Engagements with Typical Children 3.3 Principles of Inclusive ECE Practices: Full Participation, Open Ended Activities, Collaborative Planning 3.4 Collaborating with Parents, Family Education & Developing Individualised Family Service Plan (IFSP) 3.5 School Readiness and Transitions Practical/ Field Engagements I. Developing a journal on developmental milestones & learning timelines of children from 0 to 8 years II. Participation in workshop & develop five creative teaching learning materials for children in inclusive early childhood education programs Transactions Visits, Observations & Workshops. Essential Readings Costello, P.M. (2000). Thinking Skills & Early Childhood Education. London: David Fulton Publishers. Dunn, S.G., & Dunn, K. (1992). Teaching Elementary students through their individual learning styles:practical approaches for grades 3-6. Massachusetts: Allyn & Bacon. Guralnick, M.J. (2005). The Developmental Systems Approach to Early Intervention: Brookes Publication. Klausmeir, H.J., & Sipple, T.S. (1980). Learning & Teaching Concepts. A strategy for testing applications of theory. New York: Academic Press. Mohanty, J., & Mohanty, B. (1999). Early Chilhood Care and Education. Delhi: Offset Printers. Suggested Readings Barbour, N., & Seefeldt, C. (1998)..Early Childhood Education. An Introduction (4 th Eds). U.K: Prentice Hall. Broman, B. C. (1978). The Early Years in Childhood Education. Chicago: RandMcNally College Publishing Company. Catron, C.E., & Allen, J. (1993). Early Childhood Curriculum. New York: MacMillan Publishing Company. B.Ed. Spl.Education Curriculum

87 Dahlberg, G., Moss, P. & Pence, A. (2007). Beyond Quality in Early Childhood Care and Education.(2 nd Ed.). New York: Routledge Publication. Dopyera, M.L., & Dopyera, J. (1977). Becoming a Teacher of Young Children. New York: Random House Publications. Gordon, I.J. (1972). Early Childhood Education. Chicago: Chicago University Press. Hamilton, D.S. & Flemming, (1990). Resources for Creative Teaching in Early Childhood Education (2nd Edition). Tokyo: Harcourt Brace Jovanvich. Hilderbrand, V. (1991). Introduction to Earcly Childhood Education. New York: MacMillan Publishing. Krogh, S.L., & Slentz, K. (2001). Early Childhood Education, Yesterday, Today & Tomorrow. London: Lawrence Erlbaum Associates Publishers. Range, D.G., Layton, J.R. & Roubinek, D.C. (1980). Aspects of Early Childhood Education.Theory to Reserch to Practice. New York: Academic Press. Spodek, B., Saracho, O.N., & Davis, M.D. (1987). Foundations of Early Childhood Education. Englewood Cliffs, New Jersey: Prentice Hall, Wortham, S.C. (NK). Measurement & Evaluation in Early Childhood Education (2nd Eds.), Ohio: Merrill Prentice Hall. B.Ed. Spl.Education Curriculum

88 APPLIED BEHAVIOUR ANALYSIS Course Code: B 10(C) Paper Code:BSE-EDN-10 ( C) Credits: 02 Contact Hours: 30 Marks: 50 Objectives After undertaking the course the student-teachers will be able to Develop an understanding of the underlying principles and assumptions of Applied Behavioural Analysis (ABA). Use various measures of behavioural assessment. Apply methods of ABA in teaching and learning environments. Integrate techniques of ABA in teaching programs. Select suitable strategies for managing challenging behaviours. Unit 1: Introduction to Applied Behaviour Analysis (ABA) 1.1 Principles of Behavioural Approach 1.2 ABA - Concept and Definition 1.3 Assumptions of ABA Classical and Operant Conditioning 1.4 Behaviour- Definition and Feature 1.5 Assessment of Behaviour Functional Analysis of Behaviour, Behaviour Recording Systems Unit 2: Strategies for Positive Behaviour Support 2.1 Selection of Behavioural Goals 2.2 Reinforcement - Types: Positive and Negative, Primary and Secondary - Schedules: Continuous, Fixed Ratio, Fixed Interval, Variable Ratio, Variable Interval 2.3 Discrete Trial Teaching - Discriminative Stimulus - Characteristics - Response - Prompts: Physical, Gestural, Pointing, Visual, Positional, Verbal - Consequence - Characteristics - Inter-Trial Interval 2.4 Application of ABA in Group Setting - Negotiation and contract - Token economy - Response cost - Pairing and fading 2.5 Leadership role of teacher in promoting positive behaviour B.Ed. Spl.Education Curriculum

89 Unit 3: Management of Challenging Behaviour 3.1 Differential Reinforcements of Behaviour 3.2 Extinction and Time Out 3.3 Response Cost and Overcorrection 3.4 Maintenance 3.5 Generalization and Fading 10 hours Practicum I. Observation and functional analysis of behaviour of a given case. II. Development of ABA program for management of a challenging behaviour. Transaction The course consists of several concepts from behavioural theories. The concepts should be explained through real life examples and selected case studies. Students should be encouraged to conduct systematic observations of behaviour and suggest suitable plan of action for dealing with behavioural deficits in children. Essential Readings Bailey, J., & Burch, M. (2011). Ethics for Behaviour Analysts. Routledge, New York. Cooper, J.O., Timothy, E.H., & Heward, W.L. (2007). Applied Behaviour Analysis. Pearson Publications. Fisher, W.W., Piazza, C.C., & Roane, H.S. (2013). Handbook of Applied Behaviour Analysis. Guilford Press, New York. Kearney, A. J. (2007). Understanding Applied Behaviour Analysis: An Introduction to ABA for Parents, Teachers and Other Professionals. Jessica Kingsley, Philadelphia. Lewis, P. (2006). Achieving Best Behaviour for Children with Developmental Disabilities. Jessica Kingsley Publishers London. Suggested Readings Aune, B., Burt, B., & Gennaro, P. (2013). Behaviour Solutions for the Inclusive Classroom. Future Horizons Inc, Texas. Moyes, R.A. (2002). Addressing the Challenging Behaviour of Children with HFA/AS in the Classroom. Jessica Kingsley Publishers London. B.Ed. Spl.Education Curriculum

90 COMMUNITY BASED REHABILITATION Course Code: B 10(D) Paper Code: BSE-EDN- 10 (D ) Credits: 02 Contact Hours: 30 Marks: 50 Objectives After completing this course the student-teachers will be able to Explain the concept, principles and scope of community based rehabilitation. Learn the strategies for promoting public participation in CBR. Apply suitable methods for preparing persons with disability for rehabilitation within the community. Provide need-based training to persons with disabilities. Develop an understanding of the role of government and global agencies in CBR. Unit 1: Introduction to Community Based Rehabilitation (CBR) 1.1 Concept and Definition of CBR 1.2 Principles of CBR 1.3 Difference between CBR and Institutional Living 1.4 Socio-cultural and Economic Contexts of CBR 1.5 Scope and Inclusion of CBR in Government Policies and Programs Unit 2: Preparing Community for CBR 2.1 Awareness Program-Types and Methods 2.2 Advocacy - Citizen and Self 2.3 Focus Group Discussion 2.4 Family Counselling and Family Support Groups 2.5 CBR and Corporate Social Responsibility Unit 3: Preparing Persons with Disability for CBR 3.1 School Education: Person Centred Planning, and Peer Group Support 3.2 Transition: Individual Transition Plan, Development of Self Determination and Self Management Skills 3.3 Community Related Vocational Training 3.4 Skill Training for Living within Community 3.5 Community Based Employment and Higher Education Practicum/ Field Engagement I. Visit an ongoing CBR program and write a report on its efficacy II. Organize a community awareness program III. Conduct a focus group discussion on a selected disability issue with school/college students B.Ed. Spl.Education Curriculum

91 Transaction Besides lecture method the topics in this course may be transacted through discussion on selected case studies, classroom seminar/debates. Essential Readings Loveday, M. (2006). The HELP Guide for Community Based Rehabilitation Workers: A Training Manual. Global-HELP Publications, California. McConkey, R. and O Tool, B (Eds). Innovations in Developing Countries for People with Disabilities, P.H. Brookes, Baltimore. Neufelt, A. and Albright, A (1998). Disability and Self-Directed Employment: Business Development Model. Campus Press Inc. York University. Peat, M. (1997). Community Based Rehabilitation, W.B. Saunders Company. Scheme of Assistance to Disabled for Purposes of Fitting of Aids/Appliances, Ministry of Social Welfare, Govt. of India, New Delhi. Scheme of Assistance to Organizations for Disabled Persons, Ministry of Social Welfare, Govt. of India, New Delhi. WHO.(1982). Community Based Rehabilitation Report of a WHO International Consultation, Colombo, Sri Lanka, 28 June- 3 July. WHO (RHB/IR/82.1) WHO.(1984). "Rehabilitation For AIl" in World Health Magazine, WHO, Geneva. B.Ed. Spl.Education Curriculum

92 APPLICATION OF ICT IN CLASSROOM Course Code: B 10(E) Paper Code: BSE-EDN- 10 (E) Credits: 02 Contact Hours: 30 Marks: 50 Course Description This course has dual purpose: firstly it aims to orient the teacher trainee to various applications of Information and Communication Technology in teaching learning process; and secondly it intends to orient the learners to understand the scope and application of ICT for students with disabilities. The course includes uses of all kinds of media and computer in order to give hands on experience of applying ICT in various learning environments as well to familiarize the student teacher with different modes of computer based learning. Objectives After completing the course the student teacher will be able to Gauge the varying dimensions in respect of ICT and Applications in Special Education. Delineate the special roles of ICT Applications. Acquire Familiarity with Different Modes of Computer-Based Learning. Unit 1: Information Communication Technology (ICT) and Special Education 1.1 Meaning and Scope of ICT and Its Role in 'Construction of Knowledge' 1.2 Possible Uses of Audio-Visual Media and Computers (Radio, Television, Computers) 1.3 Integrating ICT in Special Education With Reference To Articles 4 and 9 of UNCRPD and Goal 3 of Incheon Strategy 1.4 Three as of ICT Application Access, Availability, Affordability 1.5 Overview of WCAG (Web Content Access Guidelines) Unit 2: Using Media and Computers 2.1 Media: Radio and Audio Media- Script Writing, Storytelling, Songs, etc., Television and Video in Education, Importance of Newspaper in Education 2.2 Computers: Functional Knowledge of Operating Computers On/Off, Word Processing, Use Of Power Point, Excel, ICT Applications for Access to Print 2.3 Computer as a Learning Tool: Effective Browsing Of The Internet for Discerning and Selecting Relevant Information, Survey of Educational Sites and Downloading Relevant Material; Cross Collating Knowledge from Varied Sources 2.4 Computer-Aided Learning: Application of Multimedia in Teaching and Learning, Programmed Instruction; Computer-Assisted Instruction; Interactive Learning 2.5 E-Classroom: Concept, Organizing E-Classroom and Required Adaptations for Students with Disabilities B.Ed. Spl.Education Curriculum

93 Unit 3: Visualising Technology-Supported Learning Situations 3.1 Preparation of Learning Schemes and Planning Interactive Use of Audio-Visual Programme 3.2 Developing PPT Slide Show for Classroom Use and Using of Available Software or CDs with LCD Projection for Subject Learning Interactions 3.3 Generating Subject-Related Demonstrations Using Computer Software and Enabling Students to Plan and Execute Projects 3.4 Interactive Use of ICT: Participation in Social Groups on Internet, Creation of 'Blogs', Organizing Teleconferencing and Video-Conferencing 3.5 Identifying and Applying Software for Managing Disability Specific Problems Course Work/ Practical/ Field Engagement (any Two of the following) I. Develop a script on any topic of your choice. Conduct an interview with an expert on the selected topic to prepare an audio or video program of 15 minutes duration II. Prepare a PPT by inserting photos and videos on a topic of your choice III. Create your account as well as design a blog Essential Readings Abbot, C. (2001). ICT: Changing Education. Routledge Falmer. Florian, L., & Hegarty J. (2004). ICT and Special Educational Needs: A Tool for Inclusion. Open University Press. Suggested Readings Kozma, R.B. (2003). Technology, Innovation, and Educational Change: A Global Perspective: A Report of the Second Information Technology in Education Study, Module 2. International Society for Technology in Education. B.Ed. Spl.Education Curriculum

94 GENDER AND DISABILITY Course Code: B 10(F) Paper Code: BSE-EDN- 10(F ) Credits: 02 Contact Hours: 30 Marks: 50 Objectives After completion of this course the student-teachers will be able to Develop an understanding of human rights based approach in context of disability. Explain the impact of gender on disability. Describe the personal and demographic perspectives of gender and disability. Analyse the issues related to disabled women and girl children. Unit 1: Human Right-based Approach and Disability 1.1 Human Rights-Based Approach: Concept and History 1.2 Principles of Human Rights-Based Approach - Equality and Non-Discrimination - Universality & Inalienability - Participation and Inclusion - Accountability and Rule of Law 1.3 Elements of Human Rights System - Legal Framework - Institutions - Development Policies & Programs - Public Awareness - Civil Society 1.4 Advantage of Human Rights-Based Approach 1.5 Implications for Disability - Empowerment - Enforceability - Indivisibility - Participation Unit 2: Gender and Disability 2.1 Sex & Gender: Concept & Difference 2.2 Impairment & Disability: Concept & Difference 2.3 Gendered Experience of Disability - Public Domain: School and Outside School - Private and Familial Domain - Normalization and Social Role Valorisation 2.4 Gender and Disability Analysis: Techniques and Strategies 2.5 Psyche and Gender: Implications for Teaching 6 Hours 10 Hours B.Ed. Spl.Education Curriculum

95 Unit 3: Women and Girl Child with Disability a. Inclusive Equality Access to Family Life Access to Education, Vocational Training and Employment Access to Political Participation b. Factors Contributing to Disability Gender-Based Violence in School and Within Family Traditional Practices c. Sexual and Reproductive Health d. Teacher s Role in Promoting Gender Equality e. Gender Critique of Legislation, Government Policy and Schemes 10 Hours Practicum/Field Engagement I. Study the case of a woman with disability and submit a report II. Review selected paper/s authored by women with disability III. Conduct a gender analysis of a selected disability Act/Policy Transaction This course has been designed to provide the student teachers a socio-cultural perspective to disability. It aims to promote awareness about the space for disability equity and rehabilitation within the human rights system. As such the transaction of the course topics should be done through focus group discussions, and issue-based classroom interactions in addition to lectures and seminars. Essential Readings Habib, L. A. (1997). Gender and Disability: Women's Experiences in the Middle East. Oxfam, UK. Hans, A. (2015). Disability, Gender and the Trajectories of Power. Sage Publications Pvt. Ltd. Meekosha, H. (2004). Gender and Disability. Sage Encyclopaedia of Disability. O'Brien, J., & Forde, C. (2008). Tackling Gender Inequality, Raising Pupil Achievement, Dunedin Academic. Ridgeway, C. L. (2011). Framed by Gender: How Gender Inequality Persists in the Modern World. Oxford University Press. Samuels, E. (2014). Fantasies of Identification: Disability, Gender, Race. NYU Press, USA. Smith, B. G., & Hutchison, B. (2013). Gendering Disability. Rutger University Press, New Jersey. B.Ed. Spl.Education Curriculum

96 Desirable Readings Beeghley, L. (1999). Angles of Vision: How to Understand Social Problems, West View Press. Purkayastha, D. (2010). Economic Growth, Intra-Household Resource Allocation and Gender Inequality, Atlantic Economic Journal, Vol. 38, No. 4. Treas, J., & Drobnic, S. (2010). Dividing the Domestic: Men, Women, and Household Work in Cross-National Perspective, Stanford University Press. B.Ed. Spl.Education Curriculum

97 BRAILLE AND ASSISTIVE DEVICES Course Code: B 10(G) Paper Code: BSE-EDN-10 (G) Credit: 02 Contact Hours: 30 Marks: 50 Introduction Braille, the embossed system of reading and writing for the blind along with its inventor, Louis Braille ( ), has opened a wide range of avenues and opportunities for effective mainstreaming and empowerment for Persons with Visual Impairment. In addition, a plethora of devices are now available which help the visually impaired to access meaningful education in all school-subjects as also skills of independent living and economic activities. This course familiarizes the student-teachers with the importance and operational aspects of Braille, which has stood the test of time and competition for the last about 185 years. It also introduces them to basic devices used for teaching blind and low vision children. It is hoped that through the study of the course, the learners will be motivated to know more about these and various other devices and technologies and be in a position to help children with visual impairment/their parents to procure the needed devices with ease and speed. Objectives After completing the course the student-teachers will be able to Acquire basic information about Braille, its relevance and some important functional aspects. Get basic information on types and significance of different Braille devices. Get acquainted with the types and significance of basic devices relating to Mathematics, Science, Geography and Low Vision as also on sources of their availability. Unit 1: Braille 1.1 Louis Braille and the Evolution of Braille 1.2 Continuing Relevance of Braille vis-a-vis Audio Material 1.3 Braille Signs, Contractions and Abbreviations--English Braille 1.4 Braille Signs and Symbols Hindi/Regional Language 1.5 Braille Reading and Writing Processes Unit 2: Braille Devices -- Types, Description, Relevance 2.1 Slate and Stylus 2.2 Braille Writer 2.3 Electronic Devices Note takers and Refreshable Braille Displays 2.4 Braille Embossers 2.5 Braille Translation Software B.Ed. Spl.Education Curriculum

98 Unit 3: Other Devices Types, Description, Relevance 3.1 Mathematical Devices: Taylor Frame and Types, Abacus, Geometry Kit, Algebra Types 3.2 Geography: Maps--Relief, Embossed, Models 3.3 Science Material 3.4 Low Vision Aids--Optical, Non-Optical, Vision Training Material 3.5 Schemes and Sources of Availability Course Work/ Practical/ Field Engagement (Any Two) Each Student-Teacher will a. Observe at least five devices in use in at least five school periods. b. Draw up an item-wise price list of at least ten devices from different sources. c. Prepare a presentation Oral/ Powerpoint on the relevance of Braille for children with visual impairment. d. Prepare a report on the availability and use of Mathematical devices (at least two) in one special school and on inclusive school. e. Make a report on the application of at least two non-optical devices for children with low vision. Essential Readings A Restatement of the Layout, Definitions and the Rules of the Standard English Braille System (1971). London: The Royal National Institute for the Blind. Ashkroft, S.C., & Henderson, F. (1963). Programmed Instruction in Braille. Pittsburgh: Stanwick House. Lowenfeld, B. (1969). Blind Children Learn to Read. Springfield: Charles C. Thomas. Mani, M.N.G. (1997). Amazing Abacus. Coimbatore: SRVK Vidyalaya. Manual on Bharti Braille (1980). Dehradun: NIVH Olson, M. R. (1981). Guidelines and Games for Teaching Efficient Braille Reading. New York: AFB. Proceedings: National Conference on Past and Present Status of Braille in India(2001). New Delhi: All India Confederation of the Blind. Suggested Readings Hampshire, B. (1981). Working with Braille - A Study of Braille as a Medium of Communication. Geneva: UNESCO. Kusanjima, T. (1974). Visual Reading and Braille Reading. New York: AFB. Mani, M.N.G. (1992). Techniques of Teaching Blind Children. N.Delhi: Sterling Publishers. Mellor, M. C. (2006). Louis Braille A Touch of Genius. Boston: National Braille Press. B.Ed. Spl.Education Curriculum

99 ORIENTATION AND MOBILITY Course Code: B 11(A) Paper Code: BSE-EDN-11(A) Credit: 02 Contact Hours: 30 Marks: 50 Introduction Movement with independence in the environment has been stated to be one of the major challenges of vision loss. In order to facilitate their meaningful empowerment, therefore, it is necessary to provide students with visual impairment skills and techniques which enable them to cope with these challenges. Developments, especially during and after World War II, have led to the emergence of a large variety of such strategies, skills and technologies, which are covered under the discipline titled Orientation and Mobility. So, the present course carrying the same title introduces the learners to various crucial aspects of this vital subject. It is hoped that through the study of the course, the student-teachers would be in a better position to understand the implications of vision loss with reference to independent movement. It would also enable them to get insights into basic skills and components essential for meaningful orientation and easy and graceful movement for the visually impaired. Objectives After completing the course the student-teachers will be able to Describe the nature and scope of O&M as also the O&M related responsibilities of the special teacher. Acquire basic knowledge of human guide techniques. Describe pre-cane and cane travel skills and devices. Get acquainted with the importance and skills of training in independent living for the visually impaired. Unit 1: Introduction to Orientation and Mobility 1.1 Orientation and Mobility -- Definition, Importance and Scope 1.2 Basic Terminologies Associated with O&M: Trailing, Landmarks, Clues, Cues, Shoreline, Squaring Off, Clockwise Direction, Sound Masking, Sound Shadow 1.3 Roles of Other Senses in O&M Training 1.4 Special Responsibilities of Special Teacher/Educator with reference to O&M Training 1.5 Blindfold -- Rationale and Uses for the Teacher Unit 2: Human/ Sighted Guide Technique 2.1 Grip 2.2 Stance 2.3 Hand Position 2.4 Speed Control B.Ed. Spl.Education Curriculum

100 2.5 Negotiating: Narrow Spaces, Seating Arrangements, Staircases, Muddy paths Unit 3: Pre-Cane Skills 3.1 Upper and Lower Body protection 3.2 Room Familiarization 3.3 Using Oral Description for Orientation 3.4 Search Patterns 3.5 Building Map Reading Skills Unit 4: Cane Travel Techniques and Devices 4.1 Canes -- Types, Parts, Six Considerations 4.2 Cane Travel Techniques: Touch Technique, Touch and Drag Technique, Diagonal Cane Technique 4.3 Use of Public Transport 4.4 Asking for Help: When and How 4.5 Electronic Devices, Tactile and Auditory Maps -- Description and Uses Unit 5: Training In Independent Living Skills 5.1 Self Care, Gait and Posture 5.2 Personal Grooming 5.3 Eating Skills and Etiquette 5.4 Identification of Coins and Currency Notes 5.5 Basics of Signature Writing Course Work/Practical/ Field Engagement Undertake any two of the following f. Act as a sighted guide in different situations/settings. g. Prepare a list of canes and other devices available with various sources along with prices. h. Undergo an experience of moving under a blindfold for a few minutes and describe it (about 200 words). i. Make a short PowerPoint/ oral presentation for about 5 minutes on the importance of O&M for the visually impaired. j. Draw up a list of important clues/cues/landmarks which the visually impaired student can use in the school. Essential Readings Blasch, B. B., Weiner, W. R., & Welsh, R. L. (1997). Foundations of Orientation and Mobility (2nd ed.). New York: AFB Press. Cutter, Joseph (2006). Independent Movement and Travel in Blind Children.IAP, Fazzi, D.L. & Petersmeyer, B.A. (2001). Imagining the Possibilities: Creative Approaches to Orientation and Mobility Instruction for Persons who are Visually Impaired.: AFB Press, New York. B.Ed. Spl.Education Curriculum

101 Jaekle, Robert C. (1993). Mobility Skills for Blind People: A Guide for Use in Rural Areas. Christoffel Blinden Mission. Knott, N.I. (2002). Teaching Orientation and Mobility in the Schools: An Instructor s Companion. AFB Press, New York. Smith, A.J. & Geruschat, D. R. (1996). Orientation and Mobility for Children and Adults with Low Vision. In A. L. Corn & A. J. Koenig (Eds.), Foundations of Low Vision: Clinical and Functional Perspectives.: AFB Press, New York. Suggested Readings Dodds, Allan (1986). Mobility Training for Visually Handicapped People. London: Croom Helm. Hill, Everett and Ponder, Purvis (1976). Orientation and Mobility Techniques. AFB, New York. Jacobson, W.H. (1993). The Art and Science of Teaching Orientation and Mobility to Persons with Visual Impairments.AFB Press, New York. Singh, J.P. (2003). Technology for the Blind.Kanishka Publication. New Delhi B.Ed. Spl.Education Curriculum

102 COMMUNICATION OPTIONS: ORALISM Course Code: B 11(B) Paper Code: BSE-EDN-11(B) Credits: 02 Contact Hours: 30 Marks: 50 Introduction Communication, language and speech have always been at the centre stage when education of children with deafness is being discussed. Without going into much of judgemental discussions in the direction of either or options to be the best, this syllabus intends to expose the student-teachers to all the dominant options. However, over and above the said exposure offered through compulsory courses, this optional course offers the student-teachers an additional opportunity to sharpen the skills in one of the categories of options. This is expected to emphasize use of appropriate options rather than advocating one among the many. Moreover, learning this optional course is also expected to provide wider career choices for the student teachers. Objectives After learning this course the student-teachers will be able to Discuss the Aural Oral Options with reference to persons with hearing impairment in the context of India. Discuss the relevant issues like literacy, inclusion and training with reference to Oralism /Oral Rehabilitation. Exhibit beginner level hands on skills in using these options. Motivate self to learn and practice more skills leading to linguistic adequacy and fluency to be used while developing spoken language in children with hearing losses. Unit 1: Understanding Hearing Loss in Real Life Context 1.1 Basic Awareness on Paradigms of D/Deafness (Medical and Social) 1.2 Basic Awareness on Deafness and Communicative Access: Challenges and Concerns 1.3 Basic Awareness on Autonomy, Inclusion and Identity with reference to Oral Options 1.4 Oral/ Aural Verbal Options and Realistic Expectations of Family and Teachers 1.5 Importance of Neural Plasticity and Early Listening Opportunities Unit 2: Advance Understanding of Oral Options 2.1 Difference Between Uni Sensory and Multi Sensory Approach in Oralism 2.2 Oracy To Literacy: Why and How 2.3 Speech Reading: Need, Role and Strategies in All Communication Options 2.4 Training and Guidance on Aural Oral Practices for Families and Tuning Home Environment: Current Scenario, Importance And Strategies 2.5 Tuning Mainstream Schools/Classrooms for Aural Oral Communication: Do s and Don ts B.Ed. Spl.Education Curriculum

103 Unit 3: Skill Development Required for Oralism 3.1 Practicing Interpreting Audiograms and Exposure to Goal Setting in Listening Skills 3.2 Practicing Motherese (Addressing/Talking to Young Children) and Age Appropriate Discourse with Children Using Appropriate Language, Turn Taking and Eye Contact 3.3 Practicing Fluency Skills in Verbal Communication: Spontaneous Conversations, Narrations and Loud Reading 3.4 Practicing Skills in Story Telling/ Narrations/ Jokes/ Poems/ Nursery Rhymes 3.5 Ongoing Monitoring and Assessing Auditory Functioning and Speech Development: Reading Model Formats Used for the Purpose (Checklists, Recordings, Developmental Scales) Unit 4: Skill Development Auditory Verbal (AV) Approach 4.1 AV Approach: Meaning, Misconcepts and Justification 4.2 Stages of Auditory Hierarchy 4.3 Understanding Listening Strategies, Techniques of AV Approach and Their Relation to Listening Environment 4.4 Reading Model Plans and Observing a Few Weekly Individual Sessions 4.5 Developing Instructional Material for AVT Sessions Linking Listening, Language and Cognition Unit 5: Implementing Oralism and AV Approach in Indian Special Schools & Summing up 5.1 Use Of Oralism and AV Approach in Indian Special Schools: Current Scenario 5.2 Oralism / AV Approach: Prerequisites for Special Schools 5.3 Strategies of Implementation Oral Communication Policy and Fulfilling Prerequisites 5.4 Resource Mobilization For Listening Devices: (ADIP, Organized Charity, CSR, Fund Raising Events, Web Based Fund Raising) 5.5 Reflections On The Course: From Theory to Practice to Initiating Change Course Work/ Practical/ Field Engagement I. Watching Video s of Individual Sessions and Classroom Teaching II. Role Play and Dramatization III. Developing Learning Material for Facilitating Connectivity Among Listening, Language and Cognition IV. Recording Self Narrated Stories / Poems and Writing Reflections Upon it V. Interacting with Non Disabled Children for Practicing Expansion of Ideas B.Ed. Spl.Education Curriculum

104 Essential Readings Borden, Gloria J.,; Harris, Katherine S. & Raphael, Lawrence J. (2005). Speech Science Primer (4 th ) Lippincott Williams aand Wilkins: Philadelphia. hvani (English). Balvidyalaya Publication: Chennai. Estabrooks, W. (2006). Auditory-Verbal Therapy And Practice, Ag Bell Heller, R. (1999). Managing Change. Dk Publishing: New York. Ling, D. (1990). Acoustics, Audition Aand Speech Reception. (Cd)Alexandria, Auditory Verbal International. Paul, P. V. (2009). Language and Deafness. Jones And Bartlett: Boston. Communication Options And Students With Deafness. (2010). Rehabilitation Council of India, New Delhi. Suggested Readings Chaney, A. L., & Burk, T. L. (1998). Teaching Oral Communication In Grades K 8. Allyn And Bacon. Boston Cole, E., & Flexer, C. (2010). Children with Hearing Loss: Developing Listening and Talking, Birth to Six. (2 nd Ed.).Plural Publishing Inc,San Diego, CA. Dhvani (Marathi). Balvidyalaya Cym Publication Directory of Rehabilitation Resources for Persons with Hearing Impairment in India. (2000). AYJNIHH Publication, Mumbai. Estabrooks, W., & Marlowe J, (2000). The Baby is Listening, A. G. Bell Association, Washington D.C. Estabrooks, W. (2001). 50 Frequently Asked Questions (Faqs) About Auditory- Verbal Therapy. Learning to Listen Foundation. Heller, R. (1999). Effective Leadership. Dk Publishing: New York. Heller, R. (1999). Managing Change. Dk Publishing: New York. Ling, D. (1989). Foundations of Spoken Language for Hearing Impaired Children. A.G.Bell. Washington D.C. Ling, D., & Ling, A.H. (1985). Aural Habilitation: The Foundations of Verbal Learning in Hearing Impaired Children. A.G. Bell Association, Washington D.C. Edgar, L. L., & Marguerite, S. (1963). Play it by ear! : auditory training games, John Tracy Clinic Publication, Los Angeles. Resource Book on Hearing Impairment. AYJNIHH Publication. Unpublished Dissertations and Thesis on Profiling Communication Options in Special Schools in India. B.Ed. Spl.Education Curriculum

105 COMMUNICATION OPTIONS: MANUAL (INDIAN SIGN LANGUAGE) Course Code: B 11(C) Paper Code: BSE-EDN-11(C) Credits: 02 Contact Hours: 30 Marks: 50 Introduction Communication, language and speech have always been at the centre stage when education of children with deafness is being discussed. Without going into much of judgemental discussions in the direction of either or options to be the best, this syllabus intends to expose the student-teachers to all the dominant options. However, over and above the said exposure offered through compulsory courses, this optional course offers the student-teachers an additional opportunity to sharpen the skills in one of the categories of options. This is expected to emphasize use of appropriate options rather than advocating one among the many. Moreover, learning this optional course is also expected to provide wider Career Choices for the Student Teachers. Objectives After learning this course the student-teachers will be able to Discuss the two manual options with reference to Indian special schools. Discuss the relevant issues like literacy, inclusion and training with reference to manual options. Describe manual options in the light of issues like language, culture and identify. Exhibit beginner level hands on skills in using manual options. Motivate self to learn and practice more skills leading to linguistic adequacy and fluency. Unit 1: Understanding Deafness in Real Life Context 1.1 Basic Awareness of Paradigms of D/Deafness (Medical and Social) 1.2 Basic Awareness of Deafness and Communicative Challenges / Concerns 1.3 Basic Awareness on Deafness with Reference to Culture, Language, Identity, Minority Status, Deaf Gain, Literacy and Inclusion 1.4 Basic Awareness of Difference between ISL and ISS; Myths and Facts 1.5 Importance of Neural Plasticity and Early Language Opportunities Unit 2: Advance Understanding of Manual Options and Indian Scenario 2.1 Use of Simcom and Educational Bilingualism in Indian Schools: Current Scenario 2.2 Challenges, Prerequisites and Fulfilling Prerequisites 2.3 Monitoring and Measuring Development of ISL/ISS in Students: Receptive and Expressive Mode 2.4 Training and Guidance for Families and Tuning Home Environment: Current Scenario and Strategies B.Ed. Spl.Education Curriculum

106 2.5 Tuning Mainstream Schools/Classrooms for Students Using Manual Communication: Do s and Don ts Unit 3: ISL Skill Development: Middle Order Receptive and Expressive Skills 3.1 Practicing Motherese (Tuning Language to Suit Young Children) and Age Appropriate Discourse with Children with Appropriate Language, Turn Taking and Eye Contact 3.2 Practicing Natural Signing in Short Common Conversations 3.3 Practicing Natural Signing in Stories/Poems/Narrations/Jokes 3.4 Practicing Natural Signing in Discussing Emotions, Expansion of Ideas and Current Affairs 3.5 Practicing Group Dynamics Unit 4: ISL Skill Development: Towards Higher Order Receptive and Expressive Skills 4.1 Learning to Express Gender, Number, Person, Tense, Aspect 4.2 Practicing Sentence Types: Affirmative, Interjections, Imperative and Interrogative and Negativization 4.3 Practicing Sentence Types: Simple, Complex, Compound 4.4 Observing Using ISL in Classrooms Social Science 4.5 Observing Using ISL in Classrooms Science / Mathematics Unit 5: ISS/ ISL Skill Development and Course Conclusions 5.1 Practicing Markers (Local Language) 5.2 Practicing Syntax in Conversations and Discussions 5.3 Observing Using ISS/ISL in Classrooms for School Subjects 5.4 Resource Mobilization for Skill Development Training (Organized Charity Sources, CSR, Fund Raising Events, Web Based Fund Raising) 5.5 Reflections on the Course: From Theory to Practice to Initiating Change Course Work/ Practical/ Field Engagement I. Watching Videos of Individual Sessions and Classroom Teaching of Signing II. Role Play and Dramatization in ISL III. Developing Learning Material for Facilitating Connectivity among Signing, Language and Cognition IV. Recording Self Narrated Stories/ Poems and Writing Reflections V. Interacting with Deaf for Practicing Expansion of Ideas Essential Readings Communication Options and Students with Deafness. (2010). Rehabilitation Council of India, New Delhi. Heller, R. (1999). Managing Change. DK Publishing: New York. ISS Learning Material and Dictionaries Paul, P. V. (2009). Language and Deafness. Jones And Bartlett: Boston. Teaching Learning ISL Material Developed at AYJNIHH, Mumbai, SRKV, B.Ed. Spl.Education Curriculum

107 Zeshan, U. (2000). Sign Language in Indo-Pakistan. John Benjamins Pub. Co, Philadelphia. Suggested Readings Akamatsu, C. T., & Armour, V. A. (1987). Developing written literacy in deaf children through analyzing sign language, American Annals of the Deaf, 132(1), Andrews, J.F., Winograd, P., & DeVille, G. (1994). Deaf children reading fables: Using ASL summaries to improve reading comprehension. American Annals of the Deaf, 139(3), Devych, G. N., Bhattacharya, T., Grover, N., & Randhawa, S.P.K. (2014). Indian Sign Language(S). Orient BlackSwan, Hyderabad. Directory of Rehabilitation Resources for Persons with Hearing Impairment in India. (2000), AYJNIHH Publication. Education. Gallaudet Research Institute, Working Paper 89-3, Gallaudet University, Washington, D.C. Evans, L. (1982). Total Communication, Structure and Strategy. Washington D.C.: Gallaudet College Press. Ezell, H.K., & Justice, L.M.(2005). Programmatic Research On Early Literacy: Several Key Findings. IES 3rd Annual Research Conference: American Speech Language & Hearing Association (ASHA). Frank, S. (1985). Reading Without Nonsense.: Teachers College Press, New York. Ghate, P. (1996). Indian Sign System. AYJNIHH In-House Publication: Mumbai. Ghate, R.A. (2009). Survey of Teachers Opinion on Status of Education of the Deaf. Unpublished Report of RCI, New Delhi. Heller, Robert (1999). Effective Leadership. Dk Publishing: New York. Huddar, A. (2008).Language and Communication. DSE Manuals. Rehabilitation Council of India, New Delhi. Improve Reading Comprehension. American Annals of the Deaf, 139, Indian Sign Language Dictionary.(2001). Sri Ramakrishna Mission Vidyalaya, Coimbatore. Johnson, R., Liddell, S., & Erting, C. (1989). Unlocking the Curriculum: Principles for Achieving Access in Deaf Language. American Annals of the Deaf, 132, Lewis, Rena B. & Doorlag, Donald H. (1999). (5 th Ed) Teaching Students with Special Needs in General Education Classrooms. Prentice Hall Inc. New Jersy. Woodward, J., Vasishta, M., & de Santis, S. (1985). An introduction to the Bangalore variety of Indian Sign Language. Gallaudet Research Institute Monograph No. 4, Gallaudet Research Institute. Washington, D.C B.Ed. Spl.Education Curriculum

108 Vasishta, M.M., Woodward, J., & De Santis, S. (1981). An Introduction to Indian Sign Language: Focus on Delhi.All India Federation of the Deaf, New Delhi. Websites for Signed Dictionaries. Woodward, J. (1993). "The Relationship of Sign Language Varieties in India, Pakistan and Nepal". Sign Language Studies (78), B.Ed. Spl.Education Curriculum

109 AUGMENTATIVE AND ALTERNATIVE COMMUNICATION Course Code: B 11(D) Paper Code: BSE-EDN-11(D) Credits: 02 Contact Hours: 30 Marks: 50 Objectives The student-teachers will be equipped with a basic knowledge of AAC, AAC systems, AAC assessment, programme planning and strategies: Unit 1: Organizational frame work for Communication: 1.1 Normal development of speech, language and communication 1.2 Factors that influence communication, speech and language in relation to each other 1.3 Levels of communication in children Functional (Emergent) Situational ( Context Dependent) iii. Independent ( Creative) Unit 2: Basic principles of AAC interventions: 2.1 Child - Child capacity 2.2 Child capacity and context 2.3 Working towards symbolic expression 2.4 Communication skills and 2.5 Functions Unit 3: Areas of AAC Assessment: 3.1 Sensory areas 3.2 Cognition, communication and language 3.3 Posture and positioning. Motor planning and control 3.4 Scanning 3.5 Environment, Interaction &Symbols Unit 4: Context of Communication: 4.1 Partner /skills, user skills and environment 4.2 Competency development - types of competencies and its development Linguistic competence Operational Competence Social competence Strategic competence Unit 5: Introduction to communication tools and Access Mode: 5.1 Types of AAC devices and systems B.Ed. Spl.Education Curriculum

110 5.1.1 No Technology Low Technology High Technology 5.2 Access to communication charts - hand, finger, eye point 5.3 Access to devices: Switches - hand switch, blow switch, infrared devices etc Software -scan mode combined with a switch 5.4 Selection of AAC Child competency and environment Design, Access, Motor, Devices 5.5 Challenges in the development of AAC and Literacy Grammar ; spelling Building Vocabulary: and richness of language Motor expression Suggested Reading: Silverman, F.H.(1994).Communication for the Speechless (3 rd Edn.). Allyn & Bacon, Boston. David R. Beukelman,D.R., & Mirenda,P (2013). Augmentative and Alternative Communication Supporting Children and Adults with Complex Communication Needs (4 th Edn.) Brookes Publishing Co. Baltimore. Lynch, C., & Cooper, J.(1991).Early Communication Skills: Practical Activities for Teachers and Therapists, Speechmark Publishing Ltd, Bicester, Oxon Warrick, A., & Kaul,S.(1997).Their manner of speaking : augmentative communication for children and young adults with severe speech disorders, Indian Institute of Cerebral Palsy, Kolkata Communication, compiler: T.N. Southgate. BA, Ormerod School, Oxford, Editor,G.M. Cochrane MA, FRCP, Equipment for Disabled People, Mary Mariborough Lodge, Nuffield Orthopaedic Centre, Oxford OX3 7 LD Tina, D., & Mike, D.(1997).Literacy Through Symbols: Improving Access for Children and Adults, David Fulton Publishers, London. McCurtin, A., & Geraldine, M.(2000). The Manual of AAC Assessment. Speechmark Publishing Ltd., London. B.Ed. Spl.Education Curriculum

111 MANAGEMENT OF LEARNING DISABILITY Course Code: B 11(E) Paper Code: BSE-EDN-11(E) Credits: 02 Contact Hours: 30 Marks: 50 Introduction This course will provide an understanding of the types and characteristics of Children with Learning Disabilities and their associated condition. The course will include assessment of basic curricular skills, standardized tests and interpretation of test report. This course, grounded in research based interventions, is designed to assess all who work with students in special and regular education in developing skills to teach and support acceptable behavior that is demonstrated in home, school and community settings. Objectives After completing the course the student-teachers will be able to Explain the concept, causes and characteristics of learning disabilities. Discus different types of learning disabilities and its associated conditions. Develop teacher made assessment test in curricular areas. Plan appropriate teaching strategies as per the specific needs of children with learning disability. Unit 1: Learning Disabilities: Types and Assessment 1.1 Characeristics of Dyslexia, Dysgraphia, Dyscalculia & Dyspraxia 1.2 Impact of LD Social, Emotional & Behavioral issues 1.3 Assessment tools BSSLD, DTLD, DTRD, GLAD 1.4 Teacher made tests Need, Purpose and Steps 1.5 Report Writing and Interpretation of Test reports Unit 2: Intervention Strategies 2.1 Language skills 2.2 Reading & Spelling 2.3 Writing 2.4 Maths skills 2.5 Study skills Unit -3: Evaluation and Provisions 3.1 Need, Purpose of Modified Evaluation 3.2 Types of Modified Evaluation Oral, Descriptive -Written, Objective type Evaluation, 3.3 Relaxations and Facilities for Examination 3.4 Linkages and Coordination with Various Boards (SSC, CBSE and ICSE) for Evaluation Provisions and Concessions 3.5 Challenges and Implications B.Ed. Spl.Education Curriculum

112 Transaction This activity-based approach should allow the teacher to step back and allow the student-teachers to self-facilitate. The student-teachers must be given experience in the various settings such as clinics, schools, resource centres etc, for exposure to actual assessment. Discussions, debates, simulations, collaborative methods, must be used for transaction. Course Work/ Practical/ Field Engagement Prepare of checklist for screening LD Develop teacher made assessment test in any one curricular area for a given child Plan appropriate teaching strategies as per the specific needs of a given child with learning disability Essential Readings Bauer, A. M., & Shea, T. M. (2003). Parents and schools: creating a successfu partnership for students with special needs. Merrill Prentice Hall, New Jersey Myklebust, H.( 1983). Progress in Learning Disabilities, Guene and Stratton New York. Reid, K. (1988). Teaching the Learning Disabled, Allyn and Bacon, Baston. Suggested Readings Baca, L. M., & Cervantes, H.T. (2004).The Bilingual special education interface. (4th ed). Pearson. New Jersey Browder, D. M. (2001). Curriculum and assessment for students with moderate and severe disabilities.. The Guilford Press. New York Brunswick, N. (2012). Supporting dyslexic adults in higher education and the workplace.. Wiley-Blackwell. Malden. Fitzgibbon, G., & O'Connor, B. (2002). Adult Dyslexia:a guide for the workplace. John Wiley &Sons,Ltd. London. Gribben, M.( 2012). The study skills toolkit for students with dyslexia. Sage Pub. London Karanth, P., & Rozario, J. (2003). Learning disabilities in India : willing the mind to learn. Sage Publication, New Delhi Martin, L, C.( 2009). Strategies for teaching students with learning disabilities.. Corwin Press,California McCardle, P., Miller, B., Lee, J, R., & Tzeng, O, J.L. (2011). Dyslexia across languages. (orthography and the brain-gene-behavior link ) Baltimore. Paul H. Brookes. Shula, C. (2000). Understanding children with language problems. Cambridge,New Yark Prakash, P. (2008). Education of exceptional children: challenges and stratrgies.. Kanishka publishers, New Delhi. B.Ed. Spl.Education Curriculum

113 Reddy, G.L., & Ramar, R.( 2000). Education of children with special needs, New Delhi Discovery Pub. Thapa, K. (2008). Perspectives on learning disabilities in India. (current practices and prospects). Sage Publication, Los Angeles. Trusdell M. L., & Horowitz, I. W. (2002). Understanding learning disabilities : a parent guide and workbook : for parents, teachers, professionals, advocates and others who work with, or come in contact with, individuals with learning disabilities. (3rd rev ed) Maryland. York Press. Wong, B., & Butler, D. L. (2012). Learning about learning disabilities. (4th ed.) Amsterdam. Elsevier Academic Press. B.Ed. Spl.Education Curriculum

114 VOCATIONAL TRAINING, TRANSITION & JOB PLACEMENT Course Code: B 11(F) Paper Code: BSE-EDN-11(F) Credits: 02 Contact Hours: 30 Marks: 50 Objectives After completing the course the student-teachers will be able to Develop an understanding of vocational education & its relevance for PWD s. Carry out vocational assessment and make vocational training plan. Plan for transition from School to job. Identify various avenues for job placement. Facilitate PWD s in making choice of vocational trades. Acquire the concept of independent living and empowerment. Unit 1: Assessment of Vocational Rehabilitation 1.1. Definition, meaning and scope of Vocational Education 1.2 Approaches and models of Vocational training 1.3 Principles and stages of vocational assessment 1.4 Assessment, Evaluation of Generic skills & Specific job skills using various tools 1.5 Legislations, policies, agencies, schemes, concessions & benefits for PWDs with respect to employment Unit 2: Vocational Transition & Curriculum Planning 2.1. Concept, meaning, importance of transition 2.2. Vocational transition models 2.3. Transitional Planning at pre-vocational & post-vocational level 2.4. Development of Individualized Vocational Transitional Plan 2.5. Development of Vocational Curriculum Unit 3: Process of Vocational Rehabilitation & Placement 3.1. Types of Employment Settings 3.2. Process of Job Placement & Creation of Need-based Employment Settings 3.3. Adaptations, Accommodation, Safety Skills and First Aid 3.4. Self Advocacy & Self Determination Skill Training 3.5. Equal opportunities and attitudes towards persons with disabilities Hands on Experience Any One Visit to any vocational Training Institution and Submit a report Administering any vocational assessment tool on 1 PWD and Submit a report Develop tranisition Plan for 1 student with Disability at pre vocational/post Vocational phase. B.Ed. Spl.Education Curriculum

115 Suggested Readings McDonnell, J., & Hardman, M.L.(2010). Successful Transition Programs Pathways for Students With Intellectual and Developmental Disabilities, Sage Publications, Los Angeles. Kutty, A.T., &. Rao L.G, (2003).Curriculum for Vocational Education, Transition of Persons with Mental Retardation from School to Work. Series -2, NIMH Publications, Secunderabad. Kutty, A.T., &. Rao, L.G, (2001). Transition of Persons with Mental Retardation from School to Work A Guide, NIMH Publications, Secunderabad. Mukhobadhyay, M., & Kutty A.T. (2006). Principles of Vocational Training, Part-II, DVTE (MR) Manual, Rehabilitation Council of India, Kanishka Publisher, New Delhi. Rao, V.K. (2004), Vocational Education, A.P.H. Publishing Corporation, New Delhi. Wehmeyer, M. L. (2007). Promoting Self-Determination in Sstudents with Developmental Disabilities, Guilford Press, Washington. Whitehead, T. D., & Hughey, J. B. (2004). Exploring Self Advocacy From a Social Power Perspective, Nova Science Publishers, New York B.Ed. Spl.Education Curriculum

116 AREA - C DISABILITY SPECIALIZATION COURSES Specific Disability Area for Specialization B.Ed.Spl.Ed. are HI/ LD / MR(ID) C12 Assessment and Identification of Needs C13 Curriculum Designing, Adaptation and Evaluation C14 Intervention and Teaching Strategies C15 Technology and Disability C16 Psycho Social and Family Issues B.Ed. Spl.Education Curriculum

117 Disability Specialization HEARING IMPAIRMENT B.Ed. Spl.Education Curriculum

118 Paper Code: BSE-EDN-HI-12 ASSESSMENT AND IDENTIFICATION OF NEEDS CHILDREN WITH HI Course Code: C 12 Contact Hours: 60 Introduction Credits:4+1 Marks: 100 Hearing loss needs to be identified at the earliest in order to provide timely intervention to children with hearing impairment. This in turn would help them to develop adequate speech and language to function similar to typically developing children in school and beyond. The course is designed to provide inputs to learners about various assessment to be undertaken for identifying needs in order to plan the intervention program. Objective After completing the course student-teachers will be able to Explain the need and techniques for early identification of hearing loss in children. Acquire knowledge in the area of audiological assessment and its relevance in education. To discuss communicative and language related needs with the understanding of its development and assessment. Understand the need for assessment of various processes involved in production of speech. Describe and identify different components of educational assessment and analyse various educational needs of individuals with hearing impairment. Unit 1: Early Identification of Hearing Loss: Need and Strategies 1.1 Need for early identification of hearing loss 1.2 Overview to behavioural and objective techniques in screening for hearing loss 1.3 Team members involved in hearing screening and their role 1.4 Use of checklists and behavioural observation in early identification of hearing loss by school teachers (congenital & acquired) 1.5 Referral of children based on signs and symptoms of hearing loss Unit 2: Audiological Assessment 2.1 Orientation: Sound, Physical and psychological parameters/attributes, concept of dbhl vs dbspl, Auditory milestones in typical children (0-2 years) 2.2 Assessment & methods of assessment: Subjective & Objective tests; Orientation to these tests and their importance 2.3 Audiometer: Block diagram, parts & use; Types of audiometry [sound field (BOA, VRA) & close field]; role of special educators in conditioning for pure tone audiometry B.Ed.Spl.Ed. Curriculum-2015 Page 118

119 2.4 Audiogram: Understanding of audiogram and its implication in assessing the educational needs of children with different types and degrees of hearing loss. 2.5 Concept of unaided, aided audiograms, Speech spectrum and its applications Unit 3: Assessment of Language & Communication 3.1 Communication: Concepts and types (Linguistic versus Non Linguistic) 3.2 Receptive and Expressive Language: Concept, Types (verbal and manual) and Structure 3.3 Developmental milestones in typically growing children; Impact of deafness on communication and language with reference to clinical (type, degree, onset) and environmental (parental participation, access to language early intervention services) factors 3.4 Assessing communication and language: Developmental checklists, Scales, Standardized tools and assessing language samples using parameters of measurement (productivity, complexity, correctness and communicativeness) 3.5 Identification of needs related to communication and language Unit 4: Assessment of Speech 4.2 Respiration and Phonation: Pre-requisites, process, types and need for assessment 4.2 Basics of Articulation and phonology (active and passive articulators; classification of vowels and consonants; assessment of articulation) 4.3 Suprasegmental aspects of speech and its assessment 4.4 Milestones of speech development in typically developing children 4.5 Speech Intelligibility: Concept, Factors & Assessment Unit 5: Educational Assessment and Identification of Needs 5.1 Educational assessment: Concept and Scope 5.2 Factors affecting educational performance: individual, family and environment 5.3 Types of Assessment: Norm referenced and Criterion Referenced test, Comprehensive and Continuous assessment, Summative and Formative, Formal and Informal, Conventional & alternate, Performance based and Curriculum based 5.4 Tools and techniques of Educational Assessment: Observations, Interviews, Developmental scales, Standardized and Criterion based tests, Teacher Made Tests at different levels and classroom assessment techniques (Conventional and Modern) 5.5 Current trends and challenges in assessment: Independent, dual purpose and constructivist perspective and adaptations Course work/ Practical/ Field Engagement Compiling checklists (at least two) to identify hearing impairment in children Using the audiograms of children (at least two), identify the audiological needs of each Profiling the speech of children (at least two) by using a speech assessment kit Record the interaction with the three year old typically developing child and write your brief reflections in terms of use of vocabulary and syntax Compile various tools used for educational assessment of children B.Ed.Spl.Ed. Curriculum-2015 Page 119

120 Transaction and Evaluation Lecture cum Demonstration, Tutorials, Assignments, Tests Essential Readings Bel, R.L. and Frisbie, D.A.(1991) 5 th ed, Essentials of Educational Measurement, Prentice hall publication, New Jersy Brigance, A.H. and Hargis, C.H. (1993) Educational Assessment, Charles C Thomas publication, USA Jalvi R, Nandurkar A., Bantwal A., (2006). Introduction to hearing impairment. New Delhi: Kanishka Publication. Jurs, S.G. and Wiersma, W.(1990) 2 nd ed Educational Measurement and Testing,Allyn and Bacon publication, Boston Linn, R. L. and Gronlund, N. E. (1995) 7 th ed Measurement and Assessment in Teaching,Prentice hall publication, New Jersy Martin, F. N. Clark, J.G. (2012). Introduction to Audiology. 11th ed. Boston: Pearson Education. Martin, FN & Clark, J.G. (2009). Introduction to Audiology. 10th ed. Boston: Pearson Education. Mathew, S. and Misra, A. (2010) Knowledge based evaluation of students with hearing impairment, Journal of NCED, Vol 2, Issue 1, page Newby, H. A., & Popelka, G. R. (1992). Audiology (6 th ed.). New York: Appleton-Centurycrofts. Nitko, A. J. (1983) Educational Tests and Measurement, An Introduction, Harcourt Brace Publication, New York Northern, J.L. Downs, M.P. (2002). Hearing in Children. 5 th Edition. Philadelphia: Lippincott Williams and Wilkins Patel, R.N. (1985), Educational Evaluation, Himalaya publication, Bombay Quigley & Paul, (1984) Language and deafness, College - Hill Press Inc. California Rehabilitation Council of India (2007). Status of Disability in India : Hearing Impairment and Deaf-blindness. New Delhi: Rehabilitation Council of India. UNICEF (2006), new trends in development evaluation. Retrieved from Suggested Readings Boyle, J. and Fisher, S. (2007) educational testing (A competence based approach), BPS Blackwell publication, Singapore Evens, P. and Varma. V (1990). Special Education Past, Present and Future, The Falmer Press Gregory, Jnight, et al. (1998), Issues in Deaf Education. Cromwel Press B.Ed.Spl.Ed. Curriculum-2015 Page 120

121 Madell, JR & Flexer, C., (2008) Pediatric Audiology: Diagnosis, Technology and Management. New York: Thieme Medical Publishers. McMillan, J.H (2001) Classroom assessment: Principles & practices for effective instruction ( 2nd Eds), Allyn & Bacon, Boston. Poham, James. W. (1993), Educational Evaluation. Prentice Hall, New Jersy. Singh, B. (2004) Modern educational Measurement and Evaluation System, Anmol Publication, New Delhi Waldman, D., & Roush, J. (2010). Your child's Hearing Loss; A Guide for Parents. San Diego: Plural Publishing. Warden, P., Winter, J., & Broadfoot, P. (2002). Assessment, Routledge Falmer Publication, London. Yoshinaga-Itano, C. (2003). From screening to early identification and intervention: Discovering predictors to successful outcomes for children with significant hearing loss. Journal of deaf studies and deaf education, 8(1), B.Ed.Spl.Ed. Curriculum-2015 Page 121

122 Paper Code: BSE-EDN-HI-13 CURRICULUM DESIGNING, ADAPTATION AND EVALUATION FOR CHILDREN WITH HI Course code: C 13 Credits:4+1 Contact Hours: 60 Marks: 100 Introduction The course intends to develop capacities of learners to design curriculum keeping in view the special needs of children with hearing impairment. Learners are expected to go beyond the 3Rs with broad understanding of 21st century learning. The learner would also develop requisite skills of developing literacy skills of reading and writing as well as appreciate need and decide suitable adaptation to be undertaken for curricular transactions. Objectives After completing the course the student-teaccers will be able to Familiar with concept of curriculum and explain the importance of designing it for children with hearing impairment in the context of 21st Century learning skills. Develop capacity of developing literacy skills of reading and writing in children with hearing impairment. Describe the need for curricular adaptation and decide suitable adaptation and undertake it. Appreciate the need for curricular evaluation and describe the tools and methods for evaluating it. Unit 1: Curriculum and Its' Designing 1.1. Curriculum-Concept, Types and Models 1.2. Approaches and Steps for Curriculum designing 1.3. Curricular needs of children with hearing impairment in scholastic areas 1.4. Curricular needs of children with hearing impairment in non-scholastic areas 1.5. Curricular framework for 21st Century. Unit 2: Developing Literacy Skills: Reading 2.1. Pre-requisites for reading and emergent reading skills 2.2. Assessment of reading skills at different levels 2.3. Approaches and Strategies to develop reading skills and independent reading 2.4. Types and Models of developing reading skills 2.5. Challenges and Remedial strategies Unit 3: Developing Literacy Skills: Writing 3.1. Pre-requisites for writing and emergent writing skills 3.2. Assessment of written language at different levels 3.3. Components and types of writing B.Ed.Spl.Ed. Curriculum-2015 Page 122

123 3.4. Steps and Strategies in Developing Writing 3.5. Challenges and Remedial Strategies Unit 4: Curricular Adaptation 4.1. Curricular Adaptation- Meaning and Principles 4.2. Need Assessment and decision making for Adaptation 4.3. Adapting Curriculum- Content, Teaching-learning Material, and Instruction 4.4. Types of Adaptation and Process 4.5. Adaptation and Accommodations in Student's Evaluation and Examinations Unit 5: Curricular Evaluation 5.1. Concept, Need for Curricular Evaluation 5.2. Factors associated with Curricular Evaluation (Learner, Content, Instructor and Resources) 5.3. Areas of Curricular Evaluation: Context, Input, Process and Product 5.4. Methods and Tools for Curricular Evaluation 5.5. Challenges in Curricular Evaluation Course Work/ Practical/ Field Engagement Study the syllabus, annual calendar and time table of any class in a school and write your brief reflections on how syllabus is converted into action plan Go through any pre-school curriculum and write your reflections on how this differs from school curriculum in terms of structure, activities and evaluation Take any two pages from either history or science text book from secondary section and adapt the content and presentations of the same for a child with hearing impairment. Transaction & Evaluation Lecture-cum-Demonstration, Group assignments, Discussion, Assignments and Tests Essential Readings Bunch, G.O. (1987). The Curriculum and the Hearing Impaired student: Theoritical and practical considerations. Boston, MA: College-Hills Press. Fontas, I. (2001). Guiding reader and Writers (Grades 3-6): Teaching comprehension, Genre and Context Literacy. Portsmouth, NH: Heinemann. Gathoo, V. (2006). Curricular Startegies and Adaptations for children with Hearing Impairment New Delhi: Kanishka Publishers Marsh, C.J. (2004). Key concepts for understanding curriculum. Routledge Falmer. Moores, D.F., Martin, D.S. (2006). Deaf Learner: developments in curriculum and Instruction. Gallaudet University Press. Suggested Readings Bialostok, S. (1992). Raising Readers: Helping your child to literacy. Winnipeg, MB: Peguis Publishers. Culliman, B.E. (2000). Read to Me: Raising Kids Who Love to Read. New York: Scholastic. Posner, G.J., & Rudnitsky, A.N. (2005). Course Design: A Guide to curriculum Development for Teachers. Pearson. B.Ed.Spl.Ed. Curriculum-2015 Page 123

124 Paper Code: BSE-EDN-HI-14 INTERVENTION AND TEACHING STRATEGIES FOR CHILDREN WITH HI Course code: C 14 Credits:4+1 Contact Hours: 60 Marks: 100 Introduction Early identification of hearing loss needs to be followed by a good quality intervention. This enables the children to develop adequate speech and language which in turn would facilitate school readiness. Teachers need to use specialised techniques for developing listening, speaking, communication and linguistic skills to children with hearing impairment for them to access knowledge. Objectives After completing the course the student-teaccers will be able to To understand about programmes for early intervention of infants and children with Hearing Impairment. Describe the need, stages and importance of auditory listening & Speech reading for facilitating development of spoken language of children with hearing impairment. Explain various approaches to teaching, strategies for speech intervention. Describe methods, techniques and options to facilitate language and communication. Explain the concept, principles and practices, linkages and outcomes of educational intervention. Unit 1: Need & Strategies for Early Intervention of Hearing Loss 1.1 Parent-infant programmes for children with HI: Overview, need, requirements and plan of action. 1.2 Pre-school training programmes: Overview, need, requirements and plan of action. 1.3 Individual Speech-Language Therapy Programmes: Overview, need, requirements and plan of action. 1.4 Impact of early intervention on school outcomes 1.5 Intervention of late identified children with hearing impairment: Challenges & Strategies Unit 2: Auditory Learning (AVT & Auditory Training) & Speech Reading 2.1 Concept of 'Auditory Listening': Unisensory & Multisensory approaches 2.2 Auditory training: Importance, types (Individual & Group) and Stages 2.3 Auditory Verbal Therapy: Principle, importance and role of teacher 2.4 Auditory Training and AVT: Pre-requisites, challenges, similarities & differences 2.5 Speech Reading: Concept, importance, Pre-requisites, challenges and Role of teacher B.Ed.Spl.Ed. Curriculum-2015 Page 124

125 Unit 3: Speech Intervention Strategies 3.1 Approaches to teaching speech: Auditory Global Approach; Multi-sensory Syllable unit approach; Ling's Approach 3.2 Formulation of Lesson plan: Long term goals; Short term goals; Activities for teaching correct production of various vowels and consonants 3.3 Orientation to acoustics of speech 3.4 Strategies for production of speech: Modelling & Shaping through Auditory, Visual, Tactile modalities 3.5 Individual and Group speech teaching: Strengths and challenges Unit 4: Communication and Language Teaching Strategies 4.1 Methods of teaching language: Natural, Structural and Combined 4.2 Principles and Techniques of developing language 4.3 Communication options: Compare and contrast 4.4 Communication options: justification and challenges 4.5 Tuning the environment (Home & School) for facilitating language &Communication Unit 5: Educational Intervention Strategies 5.1 Educational Intervention: Concept, Need & Areas (curricular & co curricular) & Types of educational intervention (group, individual, developmental, remedial) 5.2 Principles and practices in early educational intervention: Family centred, contextualised (natural & inclusive environment) & integrated (collaborative) support and services 5.3 Maxims, Methods of teaching & Lesson planning (group, individual, developmental, and remedial) 5.4 Partnership of various professionals & agencies in educational intervention 5.5 Child & Family Outcomes of Early Educational Intervention Course Work/ Practical/ / Field Engagement 1. Observe any two activities in a Parent-infant programme / pre-school programme and write a report. 2. Classify the vowels and consonants of your language into low, mid & high frequency and make word list for auditory training 3. Read and reflect upon five lesson plans for teaching speech to children with hearing impairment 4. Select a story and write for three levels (pre-school, third and seventh standard) using appropriate complexity of language (vocabulary & syntax) 5. Read and reflect upon five lesson plans for teaching curricular subjects to children with hearing impairment Transaction & Evaluation Lecture cum Demonstration, Role playing, Assignments, Tests B.Ed.Spl.Ed. Curriculum-2015 Page 125

126 Essential Readings Aggarwal, J.C. (2010).Principles, Methods and Techniques of Teaching.Amazon Beattie, Rod G. (2001). Ethics in Deaf Education: The First Six Years. New York: Academic Press Inc. Bess, F. H., & Humes, L. E. (1990). Audiology: The fundamentals. London: Williams & Wilkins. Calvert, D.R. Silverman, S.R. (1983). Speech and Deafness: A Text for Learning and Teaching. Washington: Alexander Graham Bell Assn for Deaf. Easterbrooks,S. (2007).Helping Deaf and Hard of Hearing Students to Use Spoken Language: A Guide for Educators and Families.Amazon English, Kristina M (2002). Counseling Children with Hearing Impairment and Their Families. Boston: Allyn and Bacon. Estabrooks, W., (2006). Auditory-Verbal therapy and practice. Washington DC: Alexander Graham Bell Association for Deaf. Finitzo-Hieber, T. (1981). Classroom Acoustics. In R. J. Roeser & M. P. Downs (Eds.) Auditory disorders in school children. New York: Theime-Stratton. Guralnick, M, J, (2005).The Developmental Systems Approach to Early Intervention. London: PAULH Brooks Katz, J. (1978, 1985, 1994). Handbook of Clinical Audiology. (2 nd, 3 rd & 4 th eds.). Baltimore: Williams and Wilkins. Ling, D. ( 2000).Early Intervention For Hearing Impaired Children. Amazon Ling, D. (2002). Speech hearing-impaired child: Theory and practice. 2 nd Ed. Deaf and hard of hearing. Livingston, Sue (1997). Rethinking the Education Deaf Students: Theory and Practice from a Teachers Perspective. London: Heinemann. Lynas, Wendy (1994). Communication Options in the Education of Deaf Children. London: Whurr Publishers Ltd Lynas, Wendy (1994). Communication Options in the Education of Deaf Children. London: Whurr Publishers Ltd ford university press Mahshie S. N.(1995) educating deaf children bilingually, Gallaudet University, Washington Maluccio, Canali & Vecchiato (2002).Assessing Outcomes in Child and Family Services: Comparative Design and Policy Issues. Amazon Marschark, Marc Spencer, Patricia Elizabeth (2003). Oxford Handbook of Deaf Studies Language and Education. London: Oxford University Press. Maxon, A., & Brackett, D. (1992). The Hearing Impaired Child: Infancy Through High School Years. Boston: Andover medical Publishers. Moores, Donald, F (1997), Educating the deaf, Houghton Nifflin CompanyNerbonne, M. A. & Schow, R.L. (2002). Introduction to Audiologic Rehabilitation. Boston: Allyn and Bacon. B.Ed.Spl.Ed. Curriculum-2015 Page 126

127 Nerbonne, M. A. & Schow, R.L. (2013). Introduction to Audiologic Rehabilitation. 6th ed. Boston: Pearson Education. Owens, R.E. (2012). Language development: An introduction (8th ed.) Boston: Pearson Paul, Peter V. Whitelaw, Gail M. (2011). Hearing and Deafness: An Introduction for Health and Education Professionals. Boston: Jones and Bartlett Learning. Powell, F., Finitzo-Hieber, T., Friel-Patti, S., & Henderson, D. (1985). (Ed.) Education of the Hearing Impaired Child. London: Taylor and Francis Ltd. / San Diego: College-Hill Press. Rhoades, E., & Duncan, J. (2010). Auditory-verbal practice: Toward a family centered approach. Springfield: Illinois: Charles C. Thomas Schirmer, Barbara R (2001). Psychological, Social and Educational Dimensions of Deafness. Boston: Allyn and Bacon Suggested Readings Jeffers, J., & Barley, M. (1975). Speech reading (Lip reading). Spring field, IL: Charles C. Thomas. Paul, P.V. Whitelaw, G.M. (2011). Hearing and Deafness: An Introduction for Health and Education Professionals. Boston: Jones and Bartlett Learning. Rossetti, L. M., & Kile, J. E. (1997). Early intervention for special populations of infants and toddlers. San Diego: Singular Publishing Group, Inc. Sanders, D. A., & Derek, A. (1993). Management of hearing handicap: Infants to elderly (3 rd edn). Englewood Cliffs, NJ: Prentice-Hall. Yarrow, L.J. Rubenstein, J.L. Pedersen, F.A. (1975). Infant and Environment: Early Cognitive and Motivational Development. New York: John Wiley and Sons. Nolan, Michael Tucker, Ivan (1984) Educational Audiology. London: Croom Helm. Plant, G.S., Karl E., (1995). Profound Deafness and Speech Communication. London: Whurr Publishers Ltd. McCracken, W., & Laoide-Kemp (1997). Ed. Audiology in Education. London: Whurr Publishers Ltd., Richerg, C.M., & Smily, D.F. (2012). School-Based Audiology. San Diego: Plural Publishing. McAnally, P.l., Rose, S., & Quigley, S.P. (1987). Language Learning practices with Deaf Children. San Diego: A College-Hill Publication. Van Riper C. & von Emerick, L. (1984). Speech correction - An introduction to speech pathology and audiology. 7 th Ed. NJ: Englewood Cliffs Prentice Hall Inc. B.Ed.Spl.Ed. Curriculum-2015 Page 127

128 Paper Code: BSE-EDN-HI-15 TECHNOLOGY FOR CHILDREN WITH HI Course code: C 15 Credits:4+1 Contact Hours: 60 Marks: 100 Introduction Technology plays a vital role in development including teaching learning process. It is especially beneficial to children with hearing impairment to access information through different modalities which otherwise would have been inaccessible to them. Use of technology eases out the process of learning and makes it easier, enjoyable and meaningful. The said course is designed to provide the learners with knowledge of technology so that the same could be used effectively for children with hearing impairment. Objectives After completing the course the student-teaccers will be able to Enumerate various listening devices and describe ways of effective usage and maintenance. Create awareness and basic exposure to state-of-the-art technology for management of various aspects of speech. Narrate the range of technological applications that can be used for facilitating communication and language. Explain the present and future technologies facilitating the education of children with hearing impairment. Identify different resources financial & human) to obtain technology. Unit 1: Listening Devices and Classroom Acoustics 1.1 Listening devices: Types (Individual & Group), functioning of Hearing aids, classification of hearing aids based on style (body level, ear level), technology (analog, programmable, digital), Ling's six sound test and other outcome measures 1.2 Ear moulds: Types, Importance, Care & maintenance 1.3 Classroom amplification devices: Individual, Speech Trainer & group, Hard wire, loop induction, infra-red & FM systems, their importance in educational management 1.4 Cochlear Implant, middle ear implant, BAHA & Auditory Brainstem implant: Candidacy, components, functioning & importance with special reference to ADIP 2014 scheme 1.5 Comparison between individual hearing aids, group hearing aids & cochlear implant and their care & maintenance Unit 2: Technology for Management for Speech 2.1 Computer based training aids/equipment for management of speech (Dr. Speech; Vaghmi; Speech viewer) Use of computer based speech equipment for management of voice in children with hearing impairment 2.2 Use of computer based speech equipment for management of suprasegmental features of speech in children with hearing impairment B.Ed.Spl.Ed. Curriculum-2015 Page 128

129 2.3 Basic infrastructure required for using computer based speech training aids/equipment 2.4 Tele Speech Therapy Unit 3: Technology Facilitating Language & Communication 3.1 Low cost technology and its application in development of teaching learning material 3.2 Electronic and web-based technology applications: TV, Digital recorders, Downloaded AV films, Search engines, Online learning material, Language apps 3.3 Web based technology for using and training of ISL 3.4 Sign to text and Text to sign technology 3.5 Augmentative and Alternative communication for children with Hearing Impairment with additional/associating concerns Unit 4: Technology Facilitating Education 4.1 Technology and its impact on education: Changing Trends in teaching & learning 4.2 Technology products for educational purposes: Listening (Induction loop/fm/ir), Visual (Speech to text/text to speech) Audio-Visual (computer based learning & self-learning packages, Multimedia) 4.3 Technology Based Educational Services: Online learning, Web based learning, Computer assisted Learning, Video remote interpreting, C-Print technology, Open, Close and Real time Captioning 4.4 ICT and education of children with Hearing Impairment: Planning, Implementation & Evaluation of teaching-learning 4.5 Future technologies: Universal Design: Meaning & Scope Unit 5: Resource Mobilisation for Technology 5.1 Agencies for Aids & Appliances: Government and non-government 5.2 Eligibility criteria for availing funding under Government schemes 5.3 Procedure for availing funding from different agents 5.4 Challenges encountered with cost involved in maintenance of devices after availing funding and ways to overcome 5.5 Agencies/Strategies to locate required human resources for various services and referrals Course work/ Practical/ / Field Engagement 1. Draw a neat labelled block diagram of hearing aid. Prepare a list of tips for minor trouble shooting 2. Prepare a list of agencies for procuring equipment and software for teaching speech 3. Make a story using web based content, pictures, images and video clips 4. Compile different educational apps 5. Compile a list of government and non-government funding agencies for aids & appliances. Transaction & Evaluation Lecture cum Demonstration, Self-study, Assignments, Seminar, Debate, Quiz B.Ed.Spl.Ed. Curriculum-2015 Page 129

130 Essential Readings Allum, D.J. (Ed). (1996). Cochlear Implant Rehabilitation in Children and Adults. England, London; Whurr Publishers. Andersson, C. (2014).Assistive Technology for the Hearing-impaired, Deaf and Deafblind. Amazon Pub. Berg, F. (2008). Speech Development Guide for Children With Hearing Loss. San Diego: Plural Publishing. Bess, F.H., & Humes, L.E. (1990). Audiology: The fundamentals. London: Williams & Wilkins. Finitzo-Hieber, T. (1981). Classroom Acoustics. In R. J. Roeser & M. P. Downs (Eds.) Auditory disorders in school children. New York: Theime-Stratton. Katz, J. (1978, 1985, 1994). Handbook of Clinical Audiology. (2 nd, 3 rd & 4 th eds.). Baltimore: Williams and Wilkins. Kumar, K. L. (2009).Educational Technology: A Practical Textbook for Students, Teachers, Professionals and Trainers.Amazon Pub. Lynas, Wendy (1994). Communication Options in the Education of Deaf Children. London: Whurr Publishers Ltd. Maltby, M.T. (1994). Principles of Hearing Aid Audiology. London: Whurr Publishers. Mathew, S.M. (2012).Technology for persons with hearing impairment. Status of Disability in India-2012.NewDelhi: RCI Moores, Donald, F (1997). Educating the deaf, Houghton Nifflin Compan Rapp, W.H. (YNK). Universal design for learning in action. Baltimore MD: Brooks Riekehof, Lottie L. (1978), The joy of learning signs, Gospel publishing House, Missouri Schirmer, Barbara R (2001). Psychological, Social and Educational Dimensions of Deafness. Boston: Allyn and Bacon Stewart, D.A. & Kluwin, T.N. (2001). Teaching Deaf & Hard of Hearing Students : Content, Strategies & Curriculum. London : Allyn & Baccon Taylor, Brian M., H. Gustav (2011). Fitting and Dispensing Hearing Aids. San Diego: Plural Publishing. Tweedie, J. (1987). Children's Hearing Problems, Their Significance, Detection and Management. Bristol: The Bath Press. Waldman, D., & Roush, J. (2010). Your child's Hearing Loss; A Guide for Parents. San Diego: Plural Publishing. Suggested Readings Dillon, Harvey (2001). Hearing aids. New York: Thieme Medical Publications. B.Ed.Spl.Ed. Curriculum-2015 Page 130

131 Krumenacker, S. (2014). Hearing Aid Dispensing Training Manual. San Diego: Plural Publishing. Sanders, D. A. (1993). Management of hearing handicap: Infants to elderly (3 rd ed.). Englewood Cliffs, NJ: Prentice-Hall. B.Ed.Spl.Ed. Curriculum-2015 Page 131

132 Paper Code: BSE-EDN-HI-16 PSYCHOSOCIAL AND FAMILY ISSUES Course code: C 16 Credits: 02 Contact Hours: 30 Marks: 50 Introduction Family and environment play a crucial role in development and education of a child and the same is true in case of children with hearing impairment. As a learner in the field of special education one must not only understand and acknowledge the role of context in which the child is growing, but also try to tune it to facilitate easily accessible, age appropriate and fluent language. The course is expected to draw learner's attention to these factors which are likely to impact education of children with hearing impairment and keep family as the core for success. Objectives After completing the course the student-teachers will be able to Explain psycho social development of early childhood and role of family. To understand the family needs and find self-ready to support families for empowering the child with disability. Ensure family involvement in educational programs. Unit 1: Psychosocial Aspects and Disability 1.1 Overview of psychosocial development; wellbeing and quality of life 1.2 Implications of hearing impairment on domains of psychosocial development 1.3 Role of family in psychosocial development of children with hearing impairment 1.4 Role of peers and community in psychosocial development of children with hearing impairment 1.5 Challenges and issues in psychosocial development of children with hearing impairment Unit 2: Family Needs 2.1 Identifying Family Needs for information, decision making, skill transfer and referral 2.2 Fostering family's acceptance of child's impairment and creating a positive environment 2.3 Building parents' confidence for making informed choices (communication options, options for listening devices, school placement) and Advocacy 2.4 Supporting family in raising children with hearing impairment: Facilitating availing of concessions, facilities and scholarship & other benefits 2.5 Encouraging family participation in self-help groups and family support networking B.Ed.Spl.Ed. Curriculum-2015 Page 132

133 Unit 3: Family Empowerment 3.1 Encouraging family centred practices, parent self-efficacy belief and family involvement in child's learning and parenting 3.2 Encouraging family acceptance of listening devices and ensuring its regular use 3.3 Supporting family in fostering and developing communication and language 3.4 Involving family in fostering and developing play, recreation and values 3.5 Encouraging family involvement in educational programme and participation in community based rehabilitation programme Engagement/ Practicals Compile five activities that could be undertaken to foster parents acceptance of their child's impairment Select a tool to measure parent's self-efficacy and administer it on three parents and submit with brief reflections. Attend a parent meeting of a special school and report tips provided for fostering parent advocacy Transaction & Evaluation Lecture cum Demonstration, Role Play, Inviting parents as speakers for sharing experiences, Assignments, Tests Essential Reading Dunst.C, Trivette.C & Deal.A (1996). Enabling & empowering families. Principles & guidelines for practice. Cambridge, MA : Brookline Books. Gregory Susan, Bishop Juliet and Sheldon Lasley, (1999), Cambridge University, Psychological perspectives of deafness Scheetz, N.A.(2000). Orientation to Deafness. Boston, MA: Allyn and Bacon. Spencer Patricia, Erting Carol, J.marMarschark, Mane, (2000), The deaf child in the family and school, laurance Erlbaum Suggested Reading Beazley Sarah & Moore Michele, Deaf children their families and professionals dismantling barriers, david Fultron publishers (2005) Brown Ivan and ray Brown (2000), Quality of life and disability Caspe, M., Lopez, M. E., Chu, A., & Weiss, H. B. (2011). Teaching the teachers: Preparing educators to engage families for student achievement. Cambridge, MA: Harvard Family Research Project. Corter Mairian (1966) deaf transactions:deaf families, deaf communities and deaf identities, Jessica Kingsley publishers Ed Par Ila, Cultural diversity and the deaf experiences (1966), Cambridge university press, USA Marscark m and Clark M.D., Psychological perspectives on deafness Vol I & II, 1998 B.Ed.Spl.Ed. Curriculum-2015 Page 133

134 Paper Code: BSE-EDN-HI-20 PRACTICUM: HI Semester - I E 1: Cross disability & inclusion Hours: 10 Credits: 02 Marks: 50 Sl. Tasks Educational Specific activities Hrs Marks Submissions No. settings 1 Visit to Special school Study the infrastructure 3 10 Report special for children available in a special including school for with hearing school for children with reflections children impairment hearing impairment with hearing impairment 2 Identificatio n of hearing loss & its implications 3 Classroom teaching observation Study the summary report of 2 the evaluation carried out on any two children with hearing impairment & study its implications in terms of educational placement Observe the teaching of 5 children with hearing impairment in any one special classroom and write the observation report TOTAL B.Ed.Spl.Ed. Curriculum-2015 Page 134

135 Paper Code: BSE-EDN-HI-21 Semester - II E 2: Disability Specialisation Hours: 60 Credits: 02 Marks: 50 Sl. Tasks Educational Specific activities Hrs Marks Submissions No. settings 1 Assessment Institute / *Observation of: BOA, conditioned Journal with of hearing Clinic Pure tone Audiometry, VRA, reflections Speech Audiometry, Hearing aid trial & hearing aid testing *Studying 10 Audiograms and noting the diagnosis and recommendations *Practicing Ling's 6 sound test 2 Assessment Institute / *Listening to speech of children with Journal with of speech Clinic and without hearing loss and identifying reflections parameters (Non segmental, segmental & supra segmental) 3 children each *Observing speech assessment (screening) - 2 children *Carrying out speech assessment ( screening) -2 children *Observing speech assessment using standardized tool -2 children 3 Assessment Institute / *Studying & describing Journal with of language Clinic standardized language tests - 1 number reflections 4 Assessment in developmen tal psychology Institute / Clinic *Observations of any one test administration - 1 child *Administering any 1 test in a group *Observation of developmental scale-3 children * Observing a reading comprehension test- 1 group of students of primary level *Studying & describing DST, GDS, CPM, SFB,VSMS *Observing assessment of children using any two of the above *Studying 10 assessment reports and noting the diagnosis and recommendations TOTAL B.Ed.Spl.Ed. Curriculum-2015 Page 135

136 Paper Code: BSE-EDN-HI-21 Semester - III E 2: Disability Specialisation Hours: 120 Credits: 4+1 Marks: 100 Sl. Tasks No. 1 Aural intervention 2 Speech intervention 3 Learning and practicing ISL 4 Classroom observation of teaching Educational settings Institute / Clinic Clinic Institute / school / ISL center Special school for children with hearing impairment Specific activities Hrs Marks Submissions - Carrying out daily listening checks on 9 15 children with hearing impairment (5 children) - Use Aided Audiogram for (2 children each) A. Linking Ling's 6 Sound test B. Selecting modality of training (Auditory, Speech reading, combination) C. Selecting method of Communication (Oral vs Manual) - Observing individual speech teaching 9 15 sessions (2 children) - Observing group teaching sessions (2 children) - Planning and executing lesson plan for teaching non-segmental, Segmental and Supra segmental aspects of speech (2 children) To learn and practice Basic vocabulary, Common phrases, Conversations, Sample subject Texts, Stories in signs. (Preferably involving a Deaf individual and taught by certified signer) Preschool - Observing and reporting Hrs classroom teaching for various subjects as per the time table of the school- Minimum 18 school periods - Language - School subjects - Co-curricular Primary - Observing and reporting classroom teaching for various B.Ed.Spl.Ed. Curriculum-2015 Page 136

137 5 Lesson planning 6 Delivering Lessons 7 Individualis ed lessons 8 Delivering Institute subjects as per the time table of the school- Minimum 18 school periods - Language - School subjects - Co-curricular Supervised activity by college faculty with specific feedback Special school 20 lessons (Science/Maths-5, Social Inclusive lessons school 9 Visit to other than practice teaching school Science- 5, Language - 8, Art - 2) 5 lessons on 1 student lessons of school periods indicating appropriate curricular adaptations Special school Observing infrastructure and curricular transaction TOTAL B.Ed.Spl.Ed. Curriculum-2015 Page 137

138 Paper Code: BSE-EDN-HI-22 F1: Main Disability Special School Hours: 120 Credits:4+1 Marks: 100 Educational settings Sl. Tasks No. 1 Teacher assistant ** Specific activities 2 Practicing functioning as a teacher ** 3 Understanding school examination ** Hrs. Marks Submissions Special school for children with Hearing Impairment Participating in School committees * meetings, Sports, Picnics, trips, visits, Parent Teacher Association (PTA) meeting, competitions, Celebrations, annual gatherings, medical check ups - any 3 Developing 3 Teaching Learning Material TLM (TLM) and 10 worksheet for the assigned class Reading and reporting on academic * calendars, time table, diaries, work books, progress reports, case files, parent meeting reports, certificates, forms to avail exemptions and concessions, assessment formats for pre-school Using technology for classroom teaching, * art education, record keeping, communication, downloading power points, AVs for concept development involving students Compiling language material news, 6 5 Journal of compilatio ns conversations, stories and unseen pictures, Directed activities Power point presentation on consolidations, 6 10 reflections and take away points from field engagement to be able to become a teacher TOTAL B.Ed.Spl.Ed. Curriculum-2015 Page 138

139 Working as teacher assistant for prayers / assembly, checking hearing device, attendance, home work/class work, writing diaries, preparing TLM, teaching practice sessions recapitulation, and break times, Undertaking continuous whole day teaching using daily diary system for planning and recording. Assisting in exam related planning, setting question papers, assessing, entering outcome in records, writing progress reports, feedback to students and parents, drawing Journal of daily reflections and learning Daily diary Portfolio of assessment activities 4 Understanding beyond classrooms 5 Development of (TLM), Worksheet 6 Document study 7 Use of internet and modern technology for improving the class processes 8 Compilations of language teaching material news, conversation, stories and unseen pictures 9 Program end presentation B.Ed.Spl.Ed. Curriculum-2015 Page 139

140 Special school for children with Hearing Impairment * Certificate from school head grading the performance 0n 5 point scale. Candidates below the score 3 repeat the placement ** For items each student will be assigned a class and the class teacher is expected to support as the long term mentor for the student placed in her / his class B.Ed.Spl.Ed. Curriculum-2015 Page 140

141 E 1: Cross disability & inclusion Credits: 04+1 Paper Code: BSE-EDN-HI-21 Semester - IV Hours: 20 Marks: 10 Sl. Tasks Educational Specific activities Hrs. Marks Submission No. settings 1 Infrastructure Inclusive Studying the extent of barrier free 04 3 Report with of an school environment ( Infrastructure reflect-ions Inclusive including Assistive devices, Human school resource & Inclusive teaching practices) available in an Inclusive school 2 Classroom Observing 10 lessons (5 language teaching observations subjects) and writing report 3 Assisting Working as teacher assistant for Prayers/ 08 4 Teacher Assembly, Checking hearing device, Attendance, Home work/class work, Writing diaries, Preparing TLM, Teaching practice sessions recapitulation, and Break times TOTAL 20 10

142 F 2: Other Disability Special School Credits: 04+1 Hours: 18 Marks: 100 Sl. Tasks Educational Specific activities Hrs. Marks Submissions No. settings 1 Teacher Special Studying the background of the 12 4 Journal of assistant school of other disability children in the allotted class & working as teacher assistant for Prayers/assembly, Attendance, Home daily reflections and learning work/class work, Writing diaries & Assisting in school celebrations 2 Document study Reading and reporting on Academic calendars, Time table, Diaries, Work books, Progress reports, Case files, 3 Parent meeting reports, Certificates, Forms to avail exemptions and concessions, Assessment formats 3 3 Journal 3 improving Using technology for classroom teaching, Art education, Record 3 3 Journal keeping, Communication, Downloading power points, AVs for concept development involving students the class

143 F 3: Inclusive School 120 Credits: Hours: Marks: Sl. Tasks Educational Specific activities Hrs. Marks Submissions No. settings 1 Understanding Inclusive Studying the background 06 5 Report with the children School of children in the allotted reflections in the class classroom 2 Understanding the plans Studying the half yearly, Monthly & Unit plans and Calendar of activities and Progress report Teaching support 4 Remedial support 5 Student evaluation Assisting the teachers in Adaptation of content, Lesson planning, Scheduling, Resource mobilisation, Preparing TLM &Planning celebrations Teaching special children for specialised support for achieving the content mastery - 2 students Assist the teachers in developing Teacher made tests, Marking scheme, Scoring key, Exam supervision, Evaluation of answer scripts & Reporting TOTAL

144 Disability Specialization LEARNING DISABILITY

145 Paper Code: BSE-EDN-LD-12 ASSESSMENT AND IDENTIFICATION OF NEEDS CHILDREN WITH LD Course Code: C 12 Credits:4+1 Contact Hours: 60 Marks: 100 Introduction This course is planned to orient and educate the student-teachers on understanding the condition of Learning Disability (LD), the various types of LD and acquiring the skills of assessment in different domains and curricular areas, and diagnosing the condition. Along with the exposure to the standardized tools of assessment, the informal assessment tools are introduced. The skills in development and use of these tools will help them in conducting comprehensive assessment for programme planning. Objectives After completing the course the student-teachers will be able to Comprehend the concept, the history, causes and manifestations of Learning Disability. Describe and differentiate among different types of Learning Disability. Understand the assessment and the assessment procedures for Learning Disability diagnosis. Explain the domains and tools for assessment. Unit 1: Introduction to Learning Disability (LD) 1.1 LD: Definition and concept 1.2 History of LD 1.3 Etiology of LD- medical and social 1.4 Co-morbidity with LD - ADHD 1.5 LD across the life span Unit 2: Types of LD 2.1 Specific LD in Reading 2.2 Specific LD in Writing 2.3 Specific LD in Mathematics 2.4 Dyspraxia 2.5 Non-verbal LD Unit 3: Assessment of LD 3.1 Concept of screening and identification 3.2 Identification criteria - DSM Differential diagnosis 3.4 Assessment tools - standardized (WISC, SPM, CPM, DTLD, DTRD, BCSLD, GLAD, Aston Index), CRTs and NRTs, TMTs 3.5 Portfolios, checklists, rating scales, anecdotal records, observation schedules B.Ed.Spl.Ed. Curriculum-2015 Page 145

146 Unit 4: Domains of Assessment 4.1 Motor 4.2 Perceptual 4.3 Cognitive 4.4 Social-Emotional 4.5 Language Unit 5: Assessment of Curricular Areas 5.1 Readiness skills 5.2 Reading 5.3 Spelling 5.4 Writing 5.5 Mathematics Transaction This course creates a foundation for understanding and assessing for Learning Disability. While teaching this course, a lot of emphasis has to be placed on presenting case studies to comprehend the manifestations of Learning Disabilities. Through discussions, demonstrate the process of arriving at differential diagnosis. The teacher trainees have to acquire the skill of developing Teacher Made Tests for assessment. Keeping this in mind, the transaction of Unit 4 and 5 has to be through hands on training in development of TMTs. Evaluating the TMTs developed by peers will also be a valuable learning experience. Course Work/ Practical/ Field Engagement: Movie review to understand the condition of LD Diagnosing the case based on case profiles Development of TMTs to assess various domains and curricular areas Essential Readings Bender, W. N.,(1995)Identification and Teaching Strategies Learning Disabilities, characteristics, identification and coaching categories New York: Allyn bacon Lerner, J W Learning Disabilities: Houghton Mifflin Suggested Readings Jena SPK Specific Learning Disabilities: Theory to Practice New Delhi; Sage Publications Kapur, M John A, Rozario J, Oommen A. NIMHANS index of specific learning disabilities, Bangalore:NIMHANS Karanth, Prathibha & Rozario, Joe: Learning disabilities in India willing the mind to learn. New Delhi. Sage, Rs.595--( Kar/Roz) Lee. S H., Harris Karen R., Graham Steve. (2003) Handbook of Learning Disabilities, the Guilford Press, I st Edition Raj, F. (2010). Breaking Through - A hand book for parents and teachers of children with specific learning disabilities, Secunderabad: Vifa Pub B.Ed.Spl.Ed. Curriculum-2015 Page 146

147 Reddy L. G., Ramaa R. and Kusuma A. (2000): Learning Disabilities: a practical Guide to Practitioners, New Delhi: Discovery Publishers Venkateshwarlu, D. (2005). Diagnosis and remediation of mathematical difficulties, New Delhi: Neel Kamal publications. B.Ed.Spl.Ed. Curriculum-2015 Page 147

148 Paper Code: BSE-EDN-LD-13 CURRICULUM DESIGNING, ADAPTATION AND EVALUATION CWLD Course Code: C 13 Credit:4+1 Contact Hours: 60 Marks: 100 Introduction This course covers all about curriculum. The first unit is about different designs of curriculum wherein the UDL needs to be looked at from the inclusive education perspective. The second unit needs to be studied as the emphasis is on inclusion, hence curriculum hierarchies are essential to be understood. Unit three and four are about instructional planning and adaptations that will benefit students with learning disability. Unit five is on evaluation where different kinds of evaluation have to be studied, so as, to be able to choose the appropriate tool for evaluation. Objectives After completing the course the student-teachers will be able to Describe the principles, types, and areas of curriculum. Acquire knowledge about learning hierarchies to help planning. Discuss the different instructional planning and its use. Demonstrate skills in applying different adaptations for inclusive education. Make effective use of different forms of evaluation. Unit 1: Curriculum Design 1.1 Curriculum design Concept, Definition and Principles 1.2 Principles of Inclusive Curriculum 1.2 Types of curriculum Core, Collateral, Support, Hidden 1.3 Universal design of learning for curriculum development 1.4 NCF 1.5 Curriculum Design and Development: Subject centred, learner centred (CWLD), Learning centred Unit 2: Curriculum Hierarchies 2.1 Reading (English and any Regional language) 2.2 Writing 2.3 Mathematics 2.4 Science 2.5 Social studies Unit 3: Instructional Planning 3.1 Models of instructional planning ADDIE B.Ed.Spl.Ed. Curriculum-2015 Page 148

149 3.2 Taxonomies of learning Cognitive (Bloom's and Anderson), Psychomotor & Affective 3.3 Elements of lesson plan - 5 E plan 3.4 Models of teaching - CAM, 3.5 Pyramid plan Unit 4: Adaptation, Modification, Accommodation 4.1 Definition and concept of adaptation, modification, accommodation 4.2 Principlesand steps of adaptation 4.3 Differentiated instruction 4.4 IEP 4.5 Classroom management - cooperative, collaborative, arrangement Unit 5: Assessment & Evaluation 5.1 Assessment& Evaluation- Concept, definition, scope 5.2 Types of Assessment- Alternative, Authentic, Performance based, Subject based portfolio 5.3 Evaluation - Formative, Summative, CCE 5.4 Development of question paper (table of specifications) 5.5 Tools of evaluation- Rubrics grading, marking schemes Transaction This paper deals with one of the core areas of being a teacher that is planning curriculum. The planning is done keeping in mind the adaptations to suit the needs of a LD student.hence direct instruction alone will not help. Experiential method, task analysis, discussion, role play, reader's theatre, debates; teach reteach cycles are a must. Collaborations with general education teacher for unit two will be helpful to understand it in relation to the unit three and four. CourseWork/ Practical/ Field Engagement Adapt a lessonaccording to the needs of the identified student/class Plan a differentiated lesson for a given class Evaluate a textbook to develop a rubricas an evaluation tool Prepare a blueprint Prepare a portfolio Essential Readings Cook, R, E, Tessier, Annette & Armbruster, Virginia B: Adapting early childhood curricula for children with special needs. (2nd ed) Columbus. Merrill Publ, 1987 Glazzard, Peggy: Learning activities and teaching ideas for the special child in the regular classroom. New Jersey. Prentice-Hall, Joyce S. Choate :Successful Inclusive Teaching: Proven Ways to Detect and Correct Special Needs,2003 Joyce, S. Choate et al: Assessing and programming basic curriculum skills,1987 B.Ed.Spl.Ed. Curriculum-2015 Page 149

150 Margo, A. Mastropieri & Thomas E. Scruggs: The Inclusive Classroom: Strategies for Effective Differentiated Instruction, 4th Edition, 2009 Mcintyre, Thomas: A resource book for remediating common behavior and learning problems. Boston. Allyn and bacon, Stephen, S. Strichart & Charles T. Mangrum: Teaching Learning Strategies and Study Skills To Students with Learning Disabilities, Attention Deficit Disorders, or Special Needs, 3rd Edition Steve Graham & Karen Harris: Writing Better: Effective Strategies for Teaching Students with Learning Difficulties, 2005 Virginia, W. Berninger & Beverly J. Wolf: Teaching Students with Dyslexia and Dysgraphia: Lessons from Teaching and Science, 2009 Suggested Readings Angela Losardo &Angela Syverson (2011). Alternative Approaches to Assessing Young Children, Second Edition, Cohen, Sandra B & Plaskon, Stephen P (1980). Language arts. Columbus. Charles E Merrill,. Davis, William E : The Special Educator : strategies for succeeding in today's schools. D Kim Reid,Wayne P Hresko: (1981).A Cognitive approach to learning disabilities. Auckland. McGraw-Hill Hodkinson, Alan & Vickerman, Philip2009: Key issues in special educational needs and inclusion. Los Angeles. SAGE, Karten, Toby J.: Inclusion strategies that work! [research-based meathods for the classroom] (2nd ed) California. Corwin A Sage Company, 2010 Lewis, Rena B. & Doorlag, Donald H. 1999: Teaching special students in general education classrooms. (5th ed) New Jersey. Prentice Hall,. Nancy L Eisenberg, Pamela H Esser1994.: Teach and reach : students with attention deficit disorders : the educator's handbook and resource guide. Texas. Multi Growth Resources, Schulz, Jane B & Carpenter, C Dale: Mainstreaming exceptional students. [a guide for classroom teachers] (4th ed) Boston. Allyn and Bacon. Westwood, Peter: 1987Commonsense methods for children with special needs. [strategies for the regular classroom] London. Croom Helm, William N. Bender: 2007Differentiating Instruction for Students With Learning Disabilities: Best Teaching Practices for General and Special Educators B.Ed.Spl.Ed. Curriculum-2015 Page 150

151 Course Code: C 14 Contact Hours: 60 Paper Code: BSE-EDN-LD-14 INTERVENTION AND TEACHING STRATEGIES CWLD Credit:4+1 Marks: 100 Introduction This course will provide insight into the conceptual framework of the area of interventions and strategies. It will familiarize the student-teachers with the approaches and tools of assessment and seeks to develop an understanding of how interventions in the areas affected can be instrumental in enhancing performance. The course will prepare the student-teachers in helping children with learning disabilities by developing appropriate strategies and intervention plans for them. This will prepare them to work with students in clinical as well as classroom set-ups and arm them with programmes for assessment, goal setting, reviewing and reporting the success of the intervention targets. Objectives After completing the course the student-teachers will be able to Explain the purpose and define the principles of educational intervention. Discuss the various Teaching Strategies across the curricular hierarchies. Link the teaching Strategies to the curricular areas. Provide specific strategies for core and collateral curriculum. Plan Programme for skill, process and curricular deficits. Unit 1: Conceptual Framework of Educational Interventions 1.1 Definition, purpose, scope and principles of educational intervention 1.2 Curriculum intervention: gap analysis and linkages with demands of school curriculum (Diagnostic Prescriptive Teaching) 1.3 Steps of intervention 1.4 Cascade of services and Response to Intervention 1.5 Issues and ethics in educational intervention Unit 2: Educational Interventions for Processing Deficit 2.1 Attention 2.2 Perception 2.3 Memory 2.4 Thinking 2.5 Meta-cognition Unit 3: Reading and Writing Interventions 3.1 Principles of intervention in reading and writing 3.2 Strategies for developing word recognition skills, fluency and comprehension B.Ed.Spl.Ed. Curriculum-2015 Page 151

152 3.3 Strategies for developing handwriting, spelling and written expression 3.4 Strategies for Reading and writing across the curriculum 3.5 Strategies for differentiation and inclusion in the classroom Unit 4: Interventions for Mathematics 4.1 Principles for interventions in mathematics 4.2 Strategies for developing mathematical concepts 4.3 Strategies for developing computation, automaticity [timed tasks] and application 4.4 Strategies for problem solving 4.5 Accommodations [Calculators, Computers] in the mainstream classroom Unit 5: Intervention in Life Skills 5.1 Strategies for developing of Social skills 5.2 Strategies for developing Study skills 5.3 Strategies for self-assessment and advocacy 5.4 Strategies for soft skills [presenting self, time management, decision making] 5.5 Preparation for Independent Living; Career Planning, leisure and recreation Transactions This course will be dealt with using lectures followed by projects in specific processing deficits and specific curricular deficits. Assignments in order to align the strategies of intervention to the curriculum across grades can be taken up. Presentations based on educational intervention for a specific child can be examined. Discussion on issues in intervention and goal setting for educational intervention can be organized. The use and success of specific strategies and teaching technique can be observed using field work. Actual demonstration of the technique can be provided to ensure hands on experience. Course Work/ Practical/ Field Engagement Prepare an educational intervention plan\tool for a given process Prepare an educational intervention plan\tool for a given skill Plan a parental meet to discuss the intervention goal. Collaborate with a specific subject teacher to set an intervention goal Conduct a workshop for mainstream teachers on educational interventions/classroom Strategies Essential Readings Karten, T, J. ([2007)] More Inclusion Strategies that work- aligning student strength with standards. Corwin Press. Lerner, J. W. (2011). Learning Disabilities. Boston: Houghton Mifflin Brookes., Suggested B.Ed.Spl.Ed. Curriculum-2015 Page 152

153 Readings Bird, RThe dyscalculia toolkit supporting learning difficulties in maths. (2nd ed) Los Angeles. Sage, Cummings, C, B [2000] Winning Strategies for Classroom Management Teaching, Inc Das, J. P.: Reading difficulties and dyslexia. New Delhi. Forster, C, Grant, J; Hollas, B; Pittet, J; Shaffer, J: [2002] Differentiated Instruction: Different Strategies for Different Learners, 1 st edition. Staff Development for Educators, Div highlights for Children Geoff, H. Dyspraxia. (2nd ed) : Continuum International publishing Group. Harwell, J, M; Jackson, R, W. [2008] The Complete Learning Disabilities Handbook: Readyto-Use Strategies and Activities for Teaching Students with Learning Disabilities: John Wiley and Sons Inc. Lee. S H., Harris K, R. Graham, S. (2003) Handbook of Learning Disabilities: the Guilford Press, I st Edition, Martin, L, C. [2009]. Strategies for Teaching Students With Learning Disabilities: Corwin Press Mather N and Goldstein S (2001). Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management: Brookes Publishing Company, 1 st edition. Narayan J (2002). Educating children with learning problems in the primary school: NIMH Secunderabad. Pandey J, and Thapa K. (2008). Perspectives on learning disabilities in India: Current practices and prospects: Sage Publications, New Delhi. Raj, F (2010) Breaking Through - A hand book for parents and teachers of children with specific learning disabilities, Secunderabad: Vifa Pub Reddy G.L. and Rama R. (2000) Education of children with special needs: Discovery Pub. New Delhi Reddy L. G., Ramaa R. and Kusuma A. (2000) Learning Disabilities: a practical Guide to Practitioners, New Delhi: Discovery Publishers,, Tomlinson, C, A. [1999]. The Differentiated Classroom: Responding to the Needs of All Learners. ASCD Venkateswanshu, D., (2005) Diagnosis and remediation of mathematical difficulties, New Delhi: Neel Kamal publications B.Ed.Spl.Ed. Curriculum-2015 Page 153

154 Paper Code: BSE-EDN-LD-15 TECHNOLOGY FOR CWLD Course Code: C 15 Credit:4+1 Contact Hours: 60 Marks: 100 Introduction This course covers the integration of technology in the teaching learning process of the students with learning disability. It's important to remember that the assistive technology is to support or reduce the barrier to learning. The focus must be on what the device or software does for the individual/student not on the device itself. The units progress from understanding the meaning scope, to the use of technology for teaching and learningand ends with the issues that one faces while dealing with technology. Objectives After completing the course the student-teachers will be able to Explain the meaning, scope and use of Technology. Analyse the learning needs in relation to Technology. Understand and use the various types of technology for presenting, engaging and evaluating. Discuss the trends and issues related to the use of technology. Unit 1: Concept of Technology 1.1 Meaning, Nature, Scope and Significance of Technology 1.2 Types /tools of technology - Projector, Smart board, Software and ipad, ipod, Tablets, Mobiles 1.3 Technology integration vs technology use in the curriculum 1.4 Assistive technology: Meaning and scope 1.5 Role & Use of AT for children with LD Unit 2: Learning Needs of CWLD 2.1 Communication 2.2 Reading 2.3 Writing 2.4 Mathematics 2.5 Self management Unit 3: Technology for Presentation & Expression (Input and Output) 3.1 Classroom Presentation & Expression: Concept & scope 3.2 Visual presentation - Large print displays, alternative colours to the screen, colour coding, smart boards, Multimedia Presentations, screen magnifiers 3.3 Auditory - text to voice, screen readers, FM Listening Systems, podcast B.Ed.Spl.Ed. Curriculum-2015 Page 154

155 3.4 Cognitive - graphic organisers 3.5 Consideration for selection of tools - no tech, low tech, high tech, low cost, high cost Unit 4: Technology for Classroom Engagement 4.1 Classroom engagement - Meaning and components 4.2 Reading,Writing & Mathematics - Talking books, recorder,optical character recognition, Speech recognition systems, Alternative writing surfaces, pencil grips, podcast, Proof reading software,talking calculators, Electronic math worksheets, fluidity software 4.3 Organising - sticky notes, highlighter pens, or highlighter tape, graphic organisers, digital organisers 4.4 Types programme- drill & practice, Simulations, Games, Tutorial 4.5 Consideration for selection of programmes and tools in an inclusive class Unit 5: Trends & Issues in Using Technology 5.1 Digital natives & Immigrants 5.2 From isolation to inclusion 5.3 Parent/family involvement 5.4 Cyber Safety 5.5 Evaluation of impact of technology- Social, ethical and human Transaction This unit focuses on assistive technology, hence while taking it ahead, its important to focus on the kind of needs that are present in an LD student and the matching of those with the technology used. Transaction for all units must be through experiential learning, discussion, debate, research & review, design and problem solve (Unit 2 & 3), colloquia (with instructional designers, software developers). CourseWork/ Practical/ FieldEngagement Develop a tool to assess the learning needs for planning compensatory and remedial instruction Develop low cost material for presentation (for teachers) Develop low cost material for engagement Develop low cost material for expression Conduct a survey on the kind of assistive technology used in the schools for students with learning disability and present the findings Essential Readings Amy G. Dell, Deborah Newton (2011). Assistive Technology in the Classroom: Enhancing the School Experiences of Students with Disabilities (2nd Edition) Das,R.C(1992) Educational Technology : A Basic Text New Delhi :Sterling Diane P. Bryant and Brian R. Bryant (2011) :Assistive Technology for People with Disabilities, 2nd Edition. B.Ed.Spl.Ed. Curriculum-2015 Page 155

156 Joan Green (2011): The Ultimate Guide to Assistive Technology in Special Education: Resources for Education, Intervention, and Rehabilitation. Kimberly S. Voss (2005):Teaching by Design: Using Your Computer to Create Materials for Students With Learning Differences. Sampath,K etal (1990) Educational Technology. NewDelhi:Sterling. Suggested Readings Albert M. Cook PhD PE and Janice Miller Polgar(2012) :Essentials of Assistive Technologies Judy Lever-Duffy & Jean McDonald (2010): Teaching and Learning with Technology (4th Edition) Loui Lord Nelson Ph.D. and Allison Posey (2013) :Design and Deliver: Planning and Teaching Using Universal Design for Learning Thomas G. West (2009). In the Mind's Eye: Creative Visual Thinkers, Gifted Dyslexics, and the Rise of Visual Technologies. Timothy J. Newby & others (2010). Educational Technology for Teaching and Learning (4th Edition). Tracey E. Hall & Anne Meyer (2012). Universal Design for Learning in the Classroom: Practical Applications. B.Ed.Spl.Ed. Curriculum-2015 Page 156

157 Paper Code: BSE-EDN-LD-16 PSYCHO-SOCIAL AND FAMILY ISSUES Course Code: C 16 Credits: 02 Contact Hours: 30 Marks: 50 Introduction This course gives an overview of psychosocial domains, stages, characteristics and manifestations of psychosocial behaviours at home and in community settings. It also deals with family dynamics and parenting styles and parent empowerment. It also lays stress on the importance of stress management, family counselling and social and emotional wellbeing. Objectives After completing the course the student-teachers will be able to Explain the concept of psycho-social issues. Reflect on various dimensionsof Psycho-social issues among children with learning disabilities. Understand various Family issues children with LD. Learn the importance of intervening strategies and ways of handling issues. Discuss the concept of networking and liaisoningwith the parents, community, family, school and NGO's. Unit 1: Overview of Psycho-social Domains 1.1 Psychosocial domains- Meaning and components- Cognitive, Affective, Social 1.2 Stages of Psychosocial development 1.3 Psycho-social characteristics of children with LD 1.4 Manifestations of psychosocial behaviour at home, school and society 1.5 Causative factors - self and others Unit 2: Family Dynamics 2.1 Family structure and its functioning 2.2 Parenting styles and home environment 2.3 Needs and concerns of family 2.4 Needs and concerns of child with LD 2.5 Empowering Parents- Resource management, legal provisions Unit 3: Nurturing Social Emotional Wellbeing 3.1 Strategies for developing positive self-concept 3.2 Social skill training 3.3 Stress management 3.4 Family counselling B.Ed.Spl.Ed. Curriculum-2015 Page 157

158 3.5 Networking and liaisoning with students, parents, community and NGO's Transaction This paper should be taught through review of research papers, seminars, discussions, debates, presentations, field trips, u-tubes and movies to understanding of the issues at hand. Course Work/ Practical/ Field Engagement Observe and identify psycho-social problems of any LD student of the class during school internship programme. Givedetailed description along with intervention performed. Design a Scrapebook on news related to psycho-social and adult issues among CWLD. Analyse them and present a report with detailed write-up. Collect and compile articles from various sources and present in class for critical analysis and understanding. Essential Readings Hurlock, E B Developmental Psychology, Tata Mc Graw -Hill, New Delhi. Suggested Readings Goldstein,S; Naglieri, J, A.,. &DeVries, M. (2011): Learning and Attention Disorders in Adolescence and Adulthood: Assessment and Treatment Gunton, S(2007) : Learning Disabilities (Social Issues Firsthand) Hales G Beyond Disability towards an Enabling society. Kelly, K& others (2006) : You Mean I'm Not Lazy, Stupid or Crazy?!: The Classic Self-Help Book for Adults with Attention Deficit Disorder Paley, S Promoting positive behaviour when supporting people with a learning disability and people with autism. Los Angeles. Sage, Reid, R & Lienemann, T, O :Strategy Instruction for Students with Learning Disabilities, Second Edition (What Works for Special-Needs Learners B.Ed.Spl.Ed. Curriculum-2015 Page 158

159 Paper Code: BSE-EDN-LD-20 PRACTICUM - LD Semester - I E 1: Cross disability & inclusion Hours: 10 Credits: 02 Marks: 50 Tasks for the Student-teachers Classroom observation Disability Education Setting Hrs (60) Description Focus Major Disability Special school 25 Minimum 30 school Other than Major disability Minimum 3 Special schools for other disabilities Periods 25 Minimum 30 school Periods Any Disability Inclusive Schools 10 Minimum 10 school Periods Schedule for practical for E-1 shall be included in the time table (ten working days may be allocated). Observations as mentioned are essential. However, if schools for other disability are not available in the nearby area, the same may be interpreted as observation at Inclusive school/ education/services being provided in the resource room/ home based education or vice versa with other disability. B.Ed.Spl.Ed. Curriculum Page 159

160 Paper Code: BSE-EDN-LD-21 Semester - II E 2: Disability Specialisation Hours: 60 Credits: 02 Marks: 50 Note: Schedule for practical for E-1 shall be included in the time table (minimum ten working days may be allocated). Skill for Micro teaching shall be selected with reference to Major Disability (minimum 5 skills) Sl. Tasks for the Disability Educational Hrs (60) Description No. Student-teachers Focus Setting 1.1 Classroom observation Major Disability Special school 30 Observation of all subjects at different level, minimum 50 school Periods. 1.2 a. Micro teaching & General Institute 5 5 lessons simulated lessons on (planning selected skills hours) b. Micro teaching & Major Institute 5 5 lessons simulated lessons Disability (planning hours) 1.3 a. Lesson planning for Major For Special school/ lessons subjects selected Disability Inclusive Set up b. Lesson planning Major Inclusive Set up lessons focussing on adaptation, Disability Evaluation B.Ed.Spl.Ed. Curriculum Page 160

161 Paper Code: BSE-EDN-LD-21 Semester - III E 2: Disability Specialisation Hours: 120 Credits: 04+1 Marks: 100 Sl. No. Tasks for the Studentteachers Disability Focus Educational Setting No. of Lessons 1.1 a. case study observation Major Disability Special School Minimum 30 school Periods b. Visit to other special schools Major Disability Special School Minimum 2 schools 1.2 a. Lesson planning and execution on different levels for Major Disability Special School/ Resource Room all subjects b. Lesson planning and execution on different levels for Major Disability Special School/ Resource Room selected subjects 1.3 Case study Major Disability Special School/ Resource Room 1.4 Observation of support services Major Disability Institute/ Clinic Depending on the specialization Paper Code: BSE-EDN-LD-22 F1: Main Disability Special School Hours: 120 Credits: 04+1 Marks: 100 Sl. No. Tasks for the Disability Student-teachers Focus 1 Classroom Teaching Major disability Set up Special schools for disability specialisation No. of Lessons Minimum 90 school Periods Minimum of four weeks should be allocated for School attachment/internship and reflected in the time table and should cover Tasks specified under E-2 and F-1 with sufficient time for teaching to acquire Pedagogical competence to deal with school subjects chosen and related activities for whole class as well as children with disabilities in different education settings. B.Ed.Spl.Ed. Curriculum-2015 Page 161

162 Paper Code: BSE-EDN-LD-20 E 1: Cross disability & inclusion Hours: 20 Credits: 04+1 Marks: 10 Sl. Tasks for the No. Student-teachers 1.1 Community work / Tour Disability Focus Community perspective (anganwadi, gram panchayat) Educational Setting Rural / Semi-urban No. of Lessons Visit report 1.2 Collaborative teaching Any Disability Resource Room/ Home 10 lessons based / Inclusive Schools 1.3 Case study 2 Special schools for 20 lessons (individualised) other disabilities/ Resource Room/ Inclusive schools/ Home based Ggroup Teaching Any Disability Inclusive Schools 20 lessons lessons Paper Code: BSE-EDN-LD-23 F 2: Other Disability Special School Credits: 04 Hours: 18 Marks: 100 Sl. Tasks for the Disability Set up No. of Lessons No. Student-teachers Focus 1 Classroom Teaching Other than Major Special schools Minimum 180 disability for other school Periods disabilities Paper Code: BSE-EDN-LD-23 F 3: Inclusive School Hours: 120 Credits: 04+1 Marks: 100 Sl. Tasks for the Disability Set up No. of Lessons No. Student-teachers Focus 1 Classroom Teaching Any Disability Inclusive School Minimum 180 school Periods B.Ed.Spl.Ed. Curriculum-2015 Page 162

163 PRACTICUM LD Semester - I E 1: Cross disability & inclusion Hours: 10 Credits: 02 Paper Code: BSE- EDN-LD-20 Marks: 50 Area E1- Practical-Cross Disability and Inclusion Tasks for the Disability Education Setting Hrs Description Student-teachers Focus (60) Major Disability general 10 Minimum 10 school Classroom Periods observation Other than Minimum 3 Special 15 Minimum 10 school Major disability schools for other (5hrs in each disabilit y) Periods disabilities Any Disability Inclusive Schools 5 Minimum 10 school Periods Case Study Observation Major Disability/LD Clinic/General School 6hrs Minimum 3 cases Observation Screenin, Identification & Assessment Major Disability/LD Clinic/General School 9hrs Minimum 3 cases Schedule for practical for E-1 shall be included in the time table (ten working days may be allocated). Observations as mentioned are essential. However, if schools for other disability are not available in the nearby area, the same may be interpreted as observation at Inclusive school/ education/services being provided in the resource room/ home based education or vice versa with other disability. B.Ed.Spl.Ed. Curriculum-2015 Page 163

164 Semester II Paper Code: BSE-EDN-LD 21 E 2: Disability Specialisation Hours: 60 Credits: 02 Marks: 50 Note: Schedule for practical for E-1 shall be included in the time table (minimum ten working days may be allocated). Skill for Micro teaching shall be selected with reference to Major Disability (minimum 5 skills) Sl.No. Tasks for the Disability Education Hrs Description Student-teachers Focus Setting (60) Develop 1 IEP for 1 student 1.1 Major General school 30 Disability/L D IEP 1.2 Major General 20 2 lessons in each skill (Reading, Writing, Spelling, Social and Behavioural skill) 7 Lesson plans, 3 lesson plans in ICT Resource Room Teaching Disability/L D school 1.3 a. Micro teaching & General Institute simulated teaching on selected skills in Language and Non- Language lessons 5 leesson in Languag & 5 lessons in Non language B.Ed.Spl.Ed. Curriculum-2015 Page 164

165 Sl. No. Tasks for the Student- Disability Education Setting No. of Lessons Teachers Focus Macro Teaching Lesson planning and 10 lessons in each Language and Non-Language 1.1 execution General General Resource Room Teaching Lesson planning and 15 lessons 1.2 execution on different levels for selected subjects Inclusive set up Resource Room 1.3 School sensitaization on disabilities on regular staff, Peer group and Parents General General Observation of support Major Institute/ Clinic Depending on the 1.4 Services Disability/LD Specialization F1: Main Disability Special School Hours: 120 Credits: 04+1 Paper Code: BSE- EDN- LD-22 Marks: 100 Sl. No. Tasks for the Disability Set up No. of Lessons Student-teachers Focus 1 Classroom Teaching Major General schools Minimum 15 lessons Disability/L D Lessons 5in each subject (English, Maths, Hindi/Telugu) ( Of which any 5 in ICT Based) 2 IEP 2cases in daily basis B.Ed.Spl.Ed. Curriculum-2015 Page 165

166 Minimum of four weeks should be allocated for School attachment/internship and reflected in the time table and should cover Tasks specified under E-2 and F-1 with sufficient time for teaching to acquire Pedagogical competence to deal with school subjects chosen and related activities for whole class as well as children with disabilities in different education settings. Semester - IV E 1: Cross disability & inclusion Hours: 20 Credits: 04+1 Marks: 10 Sl.No. Tasks for the Disability Education Setting No. of Lessons Student-teachers Focus 1.1 Classroom observation Other than Special schools for Observation of all Skills Major other disabilities at different level, minimum disability 15 school periods Any Disability 1.2 Lesson planning and Special schools for execution on different other disabilities/ levels for selected Any Disability Skills 15 lessons (5 lessons in Personal/Social, 5in functional academics, 5in occupational/recreational) 1.3 IEP Any Disability Special schools for All Domains other disabilities Area F2- Other Disability Special School (Area B) Sl.No. Tasks for the Student- Disability Set up No. of Lessons Teachers Focus 1 Classroom Teaching Assisstance Other than Special schools for Minimum 30 Major other disabilities school periods disability Area F3- Inclusive School (Area B & C) Sl.No. Tasks for the Student- Disability Set up No. of Lessons Teachers Focus 1 Classroom Teaching Any Disability Inclusive School Minimum 30 school Periods 2 IEP Any Disability Inclusive School One case B.Ed.Spl.Ed. Curriculum-2015 Page 166

167 Disability Specialization MENTAL RETARDATION / INTELLECTUAL DISABILITY B.Ed.Spl.Ed. Curriculum-2015 Page 167

168 Paper Code: BSE-EDN-ID-12 ASSESSMENT AND IDENTIFICATION OF NEEDS of PWID Course code: C 12 Credits:4+1 Contact Hours: 60 Marks: 100 Objectives After completing the course student-teachers will be able to Comprehend historical perspective, nature and needs and characteristics of persons with Intellectual Disability. Understand various procedures, areas and approaches of assessment and their relevance. Gain insight into importance of assessment at Pre School and school level and become familiar with development and adaptive behavioural assessment and assessment tools at pre school level. Get familiarized assessment tools for independent living, provisions and schemes for vocational skills development and implication of assessment. Develop understanding about significance of different types of family needs their assessment and implications for extending support to their families, demonstration. Unit 1: Intellectual Disability - Nature and Needs 1.1 Historical Perspective of Intellectual Disability (ID) 1.2 Definitions of Intellectual Disability ICD-10, AAIDD, WHO, PwD Act 1995, RPD bill (Proposed), DSM (Latest) 1.3 Etiology Causes and Prevention 1.4 Classification Medical, Psychological, Educational (Recent) and ICF 1.5 Screening, Identification, Characteristics and Needs of PwID Unit 2: Assessment 2.1 Concept, Meaning, Definition and urpose of Educational assessment 2.2 Methods of Assessment - Observation, Interview and Rating Scale 2.3 Types and Approaches - NRT, CRT, CBA & Teacher Made Tests Adapting GLAD guidelines for non language subjects. 2.4 Areas of Assessment - Medical, Psychological, Educational, Behavioural & Ecological 2.5 Documentation of assessment, Result interpretation & Report writing Implication of all the above for Inclusion Unit 3: Assessment at Pre-School and School levels 3.1 Importance of Assessment at Pre- School and School level 3.2 Developmental and Adaptive Behaviour Assessment 3.3 Assessment Tools at Pre-School level Upanayan, Aarambh, Portage, MDPS, FACP B.Ed.Spl.Ed. Curriculum-2015 Page 168

169 3.4 Assessment Tools at School Ages MDPS, BASIC-MR, GLAD, Support Intensity Scale 3.5 Documentation of assessment, Result interpretation & Report writing Implication of class level assessment & its relation to Inclusion with resource support Unit 4: Assessment at Adult and Vocational levels 4.1 Significance of Assessment for Independent living of PwIDs 4.2 Assessment for Transition from School to Work 4.3 Assessment Tools for Independent Living BASAL-MR, VAPS 4.4 Provisions & Schemes of MoSJE for Vocational Skill Development 4.5 Documentation of assessment, Result interpretation & Report writing Implications of assessment, Outcomes for Community living Unit 5: Assessment of Family Needs 5.1 Significance of psychosocial needs and its assessment in family 5.2 Assessment of parental needs and its implication in planning IFSP 5.3 Assessment of siblings and its implication in planning IFSP 5.4 Assessment of extended families needs and its implication in planning IFSP 5.5 Assessment of family and community resources for inclusion and strengthening of family, documentation, recording and reporting Course Work/ Practical/ Field Engagement (Any one) Camp/ Community Mode To conduct awareness programs on MR/ID in urban/ rural areas To organize awareness rally involving stakeholder like Parents, Families, Teachers & Employers To conduct advocacy program for PwIDs School Mode To organise workshops for Parents, Siblings, Peer Group. To conduct awareness program on Skill Development for PwID To organize skill development program for PwID in a project mode To organize events for co-curricular activities To organise exhibition on subject TLMs related to maths, language, science, etc. Clinical Mode Presentation of Case Study on Behaviour Modification To organize workshops for preparing Teacher Made Tests, Identification tools, TLM Kits, Report Writing, Schedules for parental and service user feedback. To present Clinical Observation, Anecdotal analysis & Book/ Journal Reviews related to disability Essential Readings B.Ed.Spl.Ed. Curriculum-2015 Page 169

170 Baine, D. (1988). Handicapped Children in Developing Countries, Assessment, Curriculum and Instruction. University of Alberta, Alberta, Evans, P.& Verma, V. (Eds.) (1990).Special Education. Past Present and Future. Improving instruction. Allyn & Bacon, Boston. Longone, (1990). Teaching Retarded learners Curriculum and Methods for Mental retardation, NIMH, Secunderabad. Myreddi, V., & Narayan, J. (1998). Functional Academics for students with Mild Myreddi, V., & Narayan, J. (2004). FACP PMR, NIMH, Secunderabad. Narayan, J. (1990). Towards independence series 1 to 9. NIMH, Secunderabad Narayan, J. (2003) Educating children with learning problems in regular schools Narayan, J. (2003) Grade Level Assessment Device for Children with Learning Problems in Regular Schools, NIMH, Secunderabad Narayan, J., Myreddi, V. Rao, S. (2002) Functional Assessment Checklist for NIMH, Secunderabad. Overton, T. (1992). Assessment in Special Education: An Applied Approach. New Jersy Panda, K.C. (1997). Education of Exceptional Children. New Delhi, Vikas Repp, A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall The Faimer Press.York McMillan. Suggested Readings Myreddi, V., & Narayan, J. (1998). Functional Academics for students with mental retardation - A guide for teachers. Secunderabad: NIMH. Narayan, & Kutty, A,T.T. (1989).Handbook for Trainers of the Mentally Retarded persons Pre-primary level. NIMH, Secunderabad. Narayan, J. (Ed.) (1999). School readiness for children with special needs. Secunderabad, NIMH. Peshwaria, R., &Venkatesan. (1992).Behavioural approach for teaching mentally retarded children :A manual for teachers, NIMH, Secunderabad Polloway, E.A., & Patton, J.R. (1993). Strategies for teaching learners with special needs. New York: Macmillan Publishing Company. Pun, M. & Sen A.K. (1989) Mentally Retarded Children in India. Romila, S. (1997).School Readiness programme. New Delhi: NCERT Sharma, P. (1995). Basics on Development and Growth of a child, New Delhi Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally Retarded Children B.Ed.Spl.Ed. Curriculum-2015 Page 170

171 Taylor, R.L. (1993). Assessment of Exceptional Students Educational and Van Riper, C.A. and Emerick. L. (1990). Speech Correction-An introduction to speech Video Films. (2002). Help them learn make it easy, NIMH, Secunderabad. B.Ed.Spl.Ed. Curriculum-2015 Page 171

172 Paper Code: BSE-EDN-ID-13 CURRICULUM DESIGNING, ADAPTATION & EVALUATION For PWID Course code: C 13 Credits4+1 Contact Hours: 60 Marks: 100 Objectives After completing the course student-teachers will be able to Understand nature of curriculum, principles and steps of curriculum designing, domains and curriculum evaluation. Develop insight into importance of early childhood special education, its domains and school readiness programme and their implications. Acquire knowledge about curriculum domains at secondary, prevocational and vocational level and understand its implications. Understand different strategies for curriculum adaptation, accommodation, modification and their significance. Evaluation and make effective use of different techniques. Unit 1: Curriculum Designing 1.1 Meaning, Definition, Concept and Principles of Curriculum 1.2 Types and Approaches of Curriculum Designing 1.3 Curriculum Domains - Personal, Social, Academics, Recreational and Community living 1.4 Steps in developing curriculum, challenges of developing curriculum for CWID 1.5 Curriculum Implementation and evaluation Unit 2: Curriculum at Pre-School and Primary School level 2.1 Significance of Early Childhood Education and School Readiness 2.2 Early Childhood Education Curricular domains Enhancement of domain in Motor, Personal, Cognitive and Communication areas 2.3 Curriculum Domains for Early Childhood Education and Sensory Mechanism 2.4 Sensitization of family, involvement in pre-school and primary level 2.5 Implication of pre- school and primary levels for Intervention, documentation, record maintenance and report writing Unit 3: Curriculum at Secondary, Pre-vocational and Vocational level 3.1 Curriculum domains at Secondary level 3.2 Curriculum domains at Pre- vocational level 3.3 Curriculum domains at Vocational level 3.4 Implications of placement for inclusion in Community, Documentation, Record Maintenance and Reporting 3.5 Rehabilitation of PwIDs under National Skill development Scheme (NSDS by B.Ed.Spl.Ed. Curriculum-2015 Page 172

173 MSJ&E) Unit 4: Curriculum Adaptations 4.1 Need for Curricular Adaptation, Accommodation and Modification 4.2 Adaptation, Accommodation and Modification for Pre academic Curriculum 4.3 Adaptation, Accommodation and Modification for Academics Curriculum 4.4 Adaptation, Accommodation and Modification for Co-Curriculum 4.5 Adaptation, Accommodation and Modification for School Subjects Unit5: Curriculum Evaluation 5.1 Concept, Meaning, Definition of Curriculum Evaluation 5.2 Types and Approaches of Evaluation 5.3 Emerging trends in evaluation CCE, Teacher Made Tests, Grading System 5.4 Implications of Differential evaluation of PwID in inclusive setup 5.5 Interpretation of evaluation results and report writing Course Work/ Practical/ Field Engagement (Any One) Special/ Inclusive schools To prepare need based curriculum for training in ADL Skills School Readiness Transition from School to Work Movement/Dance/Yoga/Sports skills Computer usage House Keeping/ Laundry Gardening / Horticulture Creative / Performing Arts Essential Readings Baine, D. (1988) Handicapped Children in Developing Countries, Assessment, Curriculum and Instruction. University of Alberta, Alberta, Bos, C.S. & Vaughu, S. (1994) Strategies for teaching students with learning and behaivour problems. Boston: Allyn and Bacon. Jeyachandaran, P.,& Vimala, V. (2000). Madras Developmental Programming System. Luftig, R.L. (1949).Teaching the Mentally Retarded Student: Curriculam, Methods and Strategies.Library of Congress Cataloging-in-publications data. Myreddi, V., & Narayan, J. (1998). Functional Academics for students with mild mental retardation, NIMH, Secunderabad. Myreddi, V. & Narayan, J. (2005) FACP PMR, NIMH, Secunderabad. Narayan, J. (1990). Towards independence series 1 to 9. NIMH, Secunderabad. B.Ed.Spl.Ed. Curriculum-2015 Page 173

174 Narayan, J. (2003).Educating children with learning problems in regular schools NIMH, Secunderabad. Narayan, J. (1998) Grade Level Assessment Device for Children with Learning Problems in Regular Schools, NIMH, Secunderabad. Narayan, J. Myreddi, V.,& Rao, S. (2002). Functional Assessment Checklist for Programming, NIMH, Secunderabad. Overton, T. (1992). Assessment in Special Education an Applied Approach. New York McMillan. Panda, K.C. (1997). Education of Exceptional Children. New Delhi, Vikas Publications. Repp A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall Suggested Readings King-Sears, H.E. (1994) Curriculum Based Assessment in Special Education. San Diego Singular Publishing Group Narayan, & Kutty, A,T.T. (1989) Handbook for Trainers of the Mentally Retarded persons Pre-primary level. NIMH, Secunderabad. Peshwaria, R. and Venkatesan. (1992) Behavioural retarded children A manual for teachers. NIMH, Secunderabad. Pun, M. & Sen A.K. (1989) Mentally Retarded Children in India. New Delhi Mittal Publication. Sharma, P. (1995). Basics on Development and Growth of a child, New Delhi Reliance. Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally Retarded Persons, NIMH, Secunderabad. Taylor, R.L. (1993). Assessment of Exceptional Students Educational and Psychological Procedures. Boston: Allyn & Bacon. Van Riper, C.A. and Emerick. L. (1990), Speech Correction-An introduction to speech pathology and Audiology. Eighth Edition, Prentice Hall Video Films. (2002). Help them learn make it easy, NIMH, Secunderabad. B.Ed.Spl.Ed. Curriculum-2015 Page 174

175 Paper Code: BSE-EDN-ID-14 INTERVENTION AND TEACHING STRATEGIES Course code: C 14 Credits:4+1 Contact Hours: 60 Marks: 100 Objectives After completing the course student-teachers will be able to Appreciate and orient oneself in understanding, planning and using intervention appropriately and demonstrate it. Realize the importance of developing IEP, acquire the required competencies for its development, implementation and evaluation. Understand basic of learning and teaching and acquire competency to select and demonstrate appropriate teaching strategies for teaching in different curriculum areas. Understand nature and identification maladaptive behaviour and develop insight into various modes of its management. Develop understanding of various therapeutics interventions, their objectives, scope, modalities, and require intervention. Unit 1: Early Intervention 1.1 Concept, Significance, Rationale, Scope, Advantages of Early Intervention 1.2 Types of Early Intervention 1.3 Intervention Techniques 1.4 Record Maintenance and Documentation 1.5 Implication of Early Intervention for pre-school Inclusion Unit 2: Individualised Education Programme 2.1 Need, Importance and Historical Perspective of IEP 2.2 Steps and Components of IEP 2.3 Developing, Implementation and Evaluation of IEP for PwID and its associated conditions 2.4 IFSP Planning and writing 2.5 Application of IEP for Inclusion Unit 3: Teaching Strategies and TLM 3.1 Principles of Teaching and Stages of Learning 3.2 Multi-sensory Approaches Montessori Method, Fernald VAKT Method, Orton - Gillingham Method 3.3 Teaching Strategies & methods Task Analysis, Chaining, Shaping, Modelling, Prompting, Fading and Reinforcement, Role Play, Play Way method 3.4 Cognitive Approach- Meta Cognitive and Cognitive behaviour modification B.Ed.Spl.Ed. Curriculum-2015 Page 175

176 3.5 Difference between Functional & Learning Aids and Development & Use of TLM for CWID Unit 4: Intervention for Mal-adaptive Behaviour 4.1 Definition and types of Mal-adaptive behaviour 4.2 Identification of Mal-adaptive behaviour 4.3 Functional Analysis and Behaviour Modification Techniques, Cognitive Behaviour Techniques (CBT) 4.4 Management of Mal-adaptive behaviour at Home and School, Parental Counselling - Individual, Group and Community 4.5 Ethical Issues in behaviour management and implications for Inclusion Unit 5: Therapeutic Intervention 5.1 Occupational Therapy Definition, Objective, Scope, Modalities and Intervention 5.2 Physiotherapy Definition, Objective, Scope, Modalities and Intervention 5.3 Speech Therapy Definition, Objective, Scope and Types of Speech, Language and Hearing Disorders and Intervention 5.4 Yoga and Play therapy Definition, Objective, Scope and Intervention 5.5 Therapeutic intervention: Visual and Performing Arts (eg: Music, Drama, Dance movement, Sports, etc.) Course Work/ Practical/ Field Engagement (Any One) Special/ Inclusive Schools/ Institute To deliver Modular/ Thematic lecture on relevant topic To organise competitions for co-curricular activities at Local, District and State level To organize exhibition on products prepared by PwIDs and to raise funds through auction/sale for training livelihood and talent enhancement Essential Readings Alberto, P.A. & Trontman, A:C. (1995). Applied Behaviour Analysis for Teachers (4th edition). London: Merrill Publishing Company. Baine, D. (1988) Handicapped Children in Developing Countries, Assessment, Curriculum and Instruction. University of Alberta, Alberta, Berkell, D.E.I & Brown, J.M. (1989). Occupational Transaction from school to work for persons with disabilities, London: Longman. Evans, P and Verma, V. (Eds.) (1990) Special Education. Past Present and Future. Gardiner, M.D. (1985). The principles of exercise therapy. Delhi: CBS Publishers & Distributors. Jacobs, K (1990). Occupational therapy: Work related programmes and assessment, Boston: Little Brown. Jayachandra, P. (2001) Teaching yogasanas for persons with mental retardation, B.Ed.Spl.Ed. Curriculum-2015 Page 176

177 Chennai: Vijay Human Services. Jeyachandaran, P. Vimala, V. (2000). Madras Developmental Programming System Longone, 3. (1990). Teaching Retarded learners Curriculum and Methods for Mentally Handicapped. Myreddi V. & Narayan J. (1998). Functional Academics for students with mild mental retardation, NIMH, Secunderabad. Narayan J. (1990). Towards independence series 1 to 9. NIMH, Secunderabad. Narayan J. (2003) Educating children with learning problems in regular schools NIMH, Secunderabad. Narayan, J. (1998) Grade Level Assessment Device for Children with Learning Problems in Regular Schools, NIMH, Secunderabad. Narayan, J. Myreddi, V. Rao, S. (2002). Functional Assessment Checklist for programming Overton, T. (1992). Assessment in Special Education an Applied Approach. New Panda, K.C. (1997). Education of Exceptional Children. New Delhi Vikas Pandit, A & Grover U (2001), Self Instructional Modules on occupational therapy/physiotherapy, BED (MR) SPE, Bhoj University, Bhopal. Peshawaria, R & Venkatesan, S. (1992). Behaviour approach in teaching mentally Repp A.C. (1983) Teaching the Mentally Retarded, New Jersey, Prentice Hall King- Sears, H.E. (1994) Curriculum Based Assessment in Special Education. SanDiego Singular Publishing Group. Shesrborne, V. (1990). Developmental movement for children, Cambridge: Cambridge University Press. Subba Rao, T.A. (1992), Manual on Developing Communication Skills in mentally retarded persons, NIMH, Secunderabad. Swaminathan, M. (1990) Play activity for young children. India: UNICEF. Thomson, A., Skinner, A. & Piercy, J. (1991). Tidy s physiotherapy (Twelfth edition). Oxford: Butterworth Heinmann Ltd. Van Riper, C.A. and Emerick L (1990) Speech Correction An introduction to Speech Pathology & Audiology, Eighth Edition, Prentice Hall Suggested Readings A.C.Ornstein (1990). Strategies for Effective Teaching. Harper and Row, Publishers, Inc. David W. (1998). Teaching and Learning in the Early Years. London and New York: Routledge. B.Ed.Spl.Ed. Curriculum-2015 Page 177

178 Jackman H.L. (1999). Sing Me a Story: Tell Me a Song. Calfornia: Crown Press, Inc. Mastropieri S. (1987). Effective Instruction for Special Education, Little, Brown and Company, Inc. Narayan, & Kutty, A,T.T. (1989) Handbook for Trainers of the Mentally Retarded persons. Pre-primary level. NIMH, Secunderabad. Peshwaria, R. and Venkatesan. 5. (1992) Behavioural retarded children A manual for Publication. Pun, M. & Sen A.K. (1989) Mentally Retarded Children in India. New Delhi. Robert A. Gable and Steven F.W. (1993). Strategies for Teaching Students with Mild to Severe Mental Retardation, London and Philodelphia: Jessica Kingsley Publisers. Subba Rao, T.A. (1992). Manual on Developing Communication Skills in Mentally Teachers. NIMH, Secunderabad. Van Riper, C.A. and Emerick. L. (1990), Speech Correction-An introduction to speech pathology and Audiology. Eighth Edition, Prentice Hall. B.Ed.Spl.Ed. Curriculum-2015 Page 178

179 Paper Code: BSE-EDN-ID-15 TECHNOLOGY FOR PWID Course code: C 15 Credits:4+1 Contact Hours: 60 Marks: 100 Objectives After completing the course student-teachers will be able to Comprehend role of technology in educating children with ID and acquire knowledge about its various approaches and modes. Understand nature of ICT, its basis, development and use. Use computer programme and software for the benefit of children with ID. Develop skills and competencies in use of Punarjani and C-DAC and integrate technology for instructions and inclusion. Apply technology for developing lesson plan and adapted assistive devices. Unit 1: Technology in Education and Instruction 1.1 Educational and Instructional Technology Meaning, Nature, Scope, Definition, Objectives and Significance 1.2 Educational Technology and Instructional Technology Role and Recent Trends. 1.3 Approaches of Educational Technology Hardware, Software, System approach, Individual & Mass media approach. 1.4 Differential Instruction, Universal Design of learning and Individualised Instruction. 1.5 Implication of the above for inclusion. Unit 2: ICT 2.1 ICT Meaning, Definition, Scope and Significance 2.2 Psychological bases for ICT among teachers and learners 2.3 Development of ICT Stages, Requirement and Process 2.4 Use of ICT in developing collaborative networks for sharing and learning such as Internet , Tele-teaching, Tele-conference 2.5 Use of ICT to simplify record keeping, information management in education administration in special and inclusive settings Unit 3: Use of Multimedia in Education 3.1 Multi Media - Meaning, Nature, Scope, Definition and Approches. 3.2 Types of Instructional Aids: Projected & non projected Aids, Projectors, Radio, Tape Recorder, Television, Films, Computers, whiteboard, Smartboard, e-flash Cards, Educational Toys 3.3 Advantages, Limitations and Challenges of Using Multi media in Education 3.4 Recent Trends in Multimedia 3.5 Implication of Multimedia in teaching learning. B.Ed.Spl.Ed. Curriculum-2015 Page 179

180 Unit 4: Technology Based Instructions 4.1 Enhancing Technology Friendly Practices among Teachers. 4.2 Computer-Assisted & Computer Managed Instructions, Cybernetics, E- learning, Use of Net Search and Websites 4.3 Disability Friendly Technology Punarjani, and e-learning Framework developed by C-DAC 4.4 Developing Technology Integrated Lessons Individual and Group 4.5 Implications of Technology based instruction in Inclusion Unit 5: Application of Technology 5.1 Application of Technology in Lesson Planning, Worksheet Preparation, Report writing and Evaluation 5.2 Application of Technology in Assistive Devices for PWID 5.3 Application of Technology in School management 5.4 Merits, demerits and challenges in use of technology 5.5 Emerging Trends in Technology Course Work/ Practical/ Field Engagement (Any One) Special/ Inclusive School/ Institute To organize workshops for use ICT for disability friendly activities To develop technology supported lesson plans for PwID To use mass media/multi media for creating awareness on disability in rural areas Essential Readings Kulkarni, S.S. (1986). Introduction to Education Technology, New Delhi: Oxford & IBH Publishing Co. Kumar, K.L. (1996). Educational Technology and Communication Media, Cuttack: Nalanda. McMillan, J.H. & Schumarcher, S. (1989). Research in Education: A Conceptual Introduction, New York: Harper & Collins. Mehra, Vandana (2004) Educational Technology, New Delhi : S S Publishers. Mohanty, J. (1992). Educational Technology, New Delhi: Deep and Deep Publication. Mukhopadhaya, M. (ed.) (2005). Education Technology Knowledge Assessment, New Delhi: Shipra Publications. R., Robertson, S. and Peter John. (2009). Improving Classroom Learning with ICT, New York: Routledge. Takewale, R. G. (1995). Technologies for Educational Network, Presidential address in the seminar on Technologies for Educational Networking, New Delhi: IGNOU. B.Ed.Spl.Ed. Curriculum-2015 Page 180

181 Richmond, W. R. (ed.) (1900). The Concept of Education Technology: A Dialogue with Yourself, London: Weidenfield and Nicolson. Sampath, K., Pannirselvam, A. & Santhanam, S. (1990). Introduction to Educational Technology, New Delhi: Sterling Publishers Private Limited. Sharma, Hemant Lata and Sharma, Savita (2010). Learning to Learn with Love: Theory and Practice of Co-operative Learning, New Delhi: Gagandeep Publications Sutherland, Suggested Readings Cima M Yeole. (1991). Educational Technology. CimaMyeole. D.ES, (1982). Handicapped Pupil and Special schools, Regulations. London HMSO. Dipika Bhadresh Shah, (1991). Educational Technology for developing teaching competency GavendraPrakashan JaganathMohanty. (1998). Studies in Educational Broadcasting. San subscription agency. Mangal K. (1990). Fundamentals of Educational technology. Prakash Brothers Ruhela Satyapal. (1991). Educational Technology, A systematic Text Book Associated Publishers Tara Chand. (1992). Educational Technology. Anmol Publication B.Ed.Spl.Ed. Curriculum-2015 Page 181

182 Paper Code: BSE-EDN-ID-16 PSYCHO-SOCIAL AND FAMILY ISSUES Course code: C 16 Credits: 02 Contact Hours: 30 Marks: 50 Objectives After completing the course student-teachers will be able to Realise importance and role of family in rehabilitation of children with ID. Develop insight into various Psycho-social issues and their impact on rehabilitation on PwID, misconception and social practices and develop based approach. To realize importance of family involvement in rehabilitation process by forming parents self help group and parent association. Understand various Adolescent related issues and challenges their implication for rehabilitation of PwIDs and to explore probable employment opportunities for them. Comprehend role of community and community participation and models, advantages / disadvantages of CBR programme for PwIDs. Unit 1: Family Involvement 1.1 Family Concept, Definition, Types and Characteristics 1.2 Reaction and Impact of disability on family 1.3 Needs of family and counselling 1.4 Role of family in training and rehabilitation of PWID 1.5 Empowering Families - Formation of Parent Self-Help Group Parent Associations Unit 2: Psycho-Social Issues 2.1 Attitude of family, Community, Peer Group, Teachers, Co-workers 2.2 Myths, misconception and social practices 2.3 Difference between Intellectual Disability and Mental Illness 2.4 Psycho-Social Issues Exploitation, Delinquency, child labour and child Abuse 2.5 Rights and Advocacy Unit 3: Adolescent Issues and CBR 3.1 Physiological Changes; Implication in Emotional and Social Development 3.2 Employment, Sexuality, Marriage, Alternative options, Pre- marital counselling 3.3 Concept, Definition, Scope & models of CBR 3.4 Community Resource mobilization and Organizing services Role of Special Educator - Family, Role of Special Educator - CBR 3.5 Ethical Issues, Challenges and Implications B.Ed.Spl.Ed. Curriculum-2015 Page 182

183 Course Work/ Practical/ Field Engagement (Any One) Special/ Inclusive School/ Institute To conduct workshops on formation of Parent Self Help Group, Sibling SHG To prepare and present a report on assessment of family needs To conduct survey on awareness of families about Govt. Schemes for PwID To study and submit a report on attitude of neighbours, teachers and non-teaching staff Essential Readings Basu, S., Das, P., Chakravarty, I. (2007) Family Life of the Disabled Aged, Ageing and Society: Indian Journal of Gerontology, 17 (3 & 4), Blacher, J. (Ed.) (1984) Severely Handicapped Young Children and Other Families: Research in Review Ovlandio: Academic Press Inc. Cramer, H., Carlin, J. (2008) Family Based Short Breaks (Respite) for Disabled Children: Results from the Fourth National Survey, British Journal of Social Work, Vol. 38 (6), Sept. 2008, pp Dale, N. (2000) Working with families of Children with Special Needs: Partnership and Practice, East Sussex: Brunner- Routledge. Fewell, R. and Vadasy, P. (Eds.) (1986) Families of Handicapped Children: Needs and Supports across the Life-span. Texas: Ro-ed Inc. Findler, S. (2000) The Role of Grandparents in the Social Support System of Mothers of Children with a Physical Disability, Families in Society, Vol. 81 (4), July Aug. 2000, pp Garginolo, R.M. (1985) Working with Parents of Exceptional Children: A Guide for Professionals, Boston: Houghton-Miffin. Kashyap, L. (1996) Measurement Issues in Family Centered Social Work, in Bharat, S. (Ed.) Family Measurement in India, New Delhi: Sage Publications. Peshawaria, R Menon, DK Ganguly R. Roy, S. Pillay R.P.R.S. & Gupta A (1995) Understanding Indian families having persons with Mental Retardation, Secunderabad NIMH Taylor, R.L. (1993). Assessment of Exceptional Students Educational and psychological procedures Suggested Readings Bennett, T. Lingerfelt, V & Nelson, D.E. (1990) Developing Individual and Family Support Plans A Training Manual, Cambridge M.A. Brooklint Books. Desai, AN (1990) Helping the Handicapped: Problems & prospects, New Delhi, Ashish Publishing House. B.Ed.Spl.Ed. Curriculum-2015 Page 183

184 Dunst, C., Trivette~ C. & Deal, A. (1988)' Enabling and empowering families. Cambridge, MA: Brookline Books. Dyson (1987) Mental Handicap: Dilemmas of Parent-Professional Relations, London, Croon Helm. Glendinning, C. (1986) A Single Door: Social Work with the Families of Disabled Children, London: Allen and Unwin Ltd Mann, P.H. Suiter P.A. & Mc Laughhin R.M. (1992) A Guide for educating mainstreamed students, Boston: Allya & Bacon Waugh, A. (1976) Working with parents and community. New Delhi: NCERT. Webster, E. J. Vikas Publishing House (1993) Working with parents of young children with disabilities, California. Singular Publishing Group. B.Ed.Spl.Ed. Curriculum-2015 Page 184

185 E 1: Cross disability & inclusion Paper Code: BSE-EDN-ID-20 PRACTICUM: MR Semester - I Credits: 02 Marks: 50 Tasks for Disability Education Hrs the Teacher Focus Setting (60) Description Trainees ID/MR Special school Minimum 10 Classroom 10 Hrs school Periods observation HI/VI/ASD/MD Minimum 3 Minimum Special schools hrs school Periods (Each Scho ol 5 for other hrs) disabilities Inclusive Minimum 10 Any Disability Schools 5 Hrs school Periods Case Study MR/ID and Associated Clinic/Special Minimum 3 Observation Conditions School Set up 6 Hrs cases Observation - Screening Identification MR/ID and Associated & Assessment Conditions Clinic/Special School Set up 9 hrs Minimum 3 cases Educational Assessment MR/ID and Associated Conditions Clinic/Special School Set up 1 Case Complete 15 Hrs Assessment Schedule for practical for E-1 shall be included in the time table (ten working days may be allocated).observations as mentioned are essential. However, if schools for other disability are not available in the nearby area, the same may be interpreted as observation at Inclusive school/ education/ services being provided in the Resource room/ Home based education or vice versa with other disability. Student Trainees are expected to submit 2 records. Record 1 - Classroom Observation Reports 25 Marks Record 2 Case Study and Assessment Report 25 Marks B.Ed.Spl.Ed. Curriculum-2015 Page 185

186 Paper Code: BSE- EDN-ID-21 Semester - II E 2: Disability Specialisation Hours: 60 Credits: 02 Marks: 50 Sl. Tasks for the Student- Disability Educational Hrs Description No. Teachers Focus Setting (60) 1.1 IEP ID Special School 30 Hrs 1.2 Group Teaching ID Special School 20 hrs Develop and Implement IEP for 1 Students with ID (Ensure goal selection in minimum three domains) 10 Lessons (7 Curricular + 3 Co curricular) 1.3 a. Micro teaching & General Institute simulated teaching on selected skills in Selected Language Method b. Micro teaching & General Institute 5 hrs simulated teaching on selected skills in Selected Non Language Method 5 Hrs 5 lessons (Demonstration of Micro teaching Skills 55 lessons (Demonstration of Micro teaching Skills Note: Schedule for practical for E-1 shall be included in the time table (minimum eleven working days may be allocated). Skill for micro teaching shall be selected with reference to Major Disability. Students are Expected to Submit 3 records. Record -1 IEP 20 Marks Record 2 Group Teaching 20 Marks Record 3 Micro Teaching 10 Marks B.Ed.Spl.Ed. Curriculum-2015 Page 186

187 Semester - III E 2: Disability Specialisation Hours: 120 Credits:4 Macro Teaching a. Language Method b. Non Language General/ CWSN Marks: 100 Sl. Tasks for the Student- Disability Educational Hrs. Description No. Teachers Focus Setting Lessons 1.1 Hrs 10 in each Method Regular School Resource Room Teaching 1.2 a. Lesson planning and CWSN Resource Room/ 30 hrs 15 lessons execution on chosen subjects Inclusive school - Languages b. Lesson planning and CWSN 30 hrs 15 lessons execution on different Regular /Inclusive levels for selected School Subjects -. Non languages 1.3 School Sensitisation on CWSN Regular School 15 hrs Disabilities for regular staff, Peer group and Parents 1.4 Observation of Support Services CWSN Clinic 5 hrs A suggestive framework is given below: Areas Disability Specialization (E-2 ) Pedagogy Subject 1& 2 Semester III (40 Hrs spread across 10 days) Resource Room Semester-III ( 60 Hrs spread across 15 days) School Sensitisation Semester-III ( 2 days-15 Hrs) Observation of support services Semester-III ( 2 days-5 Hrs) Area F1- Internship - Special School for ID/MR Hrs 120 Cedits 4 +1 Marks 100 B.Ed.Spl.Ed. Curriculum-2015 Page 187

188 Disability l. No Tasks for the Student- teacher Focus Set up No. of lessons 1 Classroom Teaching ID Special schools for Minimum 30 lessons Across all class levels and Curricular Domains ID (10 Personal/ Social, 10 Functional Academics, 5-Occupational, 5 - Recreational) Out of 30 atleast 10 lessons should be ICT based. 2. IEP ID Special schools for 2 cases ID Student trainee is expected to work with 2 cases on daily basis and Submit report. Note: Minimum of four weeks should be allocated for School attachment/ Internship and reflected in the time table and should cover Tasks specified under F1 with sufficient time for teaching to acquire competence to deal with students with ID across different severity/ class levels and Curricular domains for whole class. A suggestive framework is given below: Areas Disability Specialization (E-2 & F-1) A-4 Pedagogy Subject 1 Semester III (ten days-25hrs) A-5 Pedagogy Subject 2 Semester-III ( tendays-25 Hrs) School Sensitisation Semester-III(2days 10 hrs) Observation in Support Services Semester III (2days-10 hrs) F-1 School Attachment/ Internship Semester- III(24 days-120 Hrs) Note: Certificate from School Head/In charge regarding the performance of the student trainee placed should be submitted in the format given by the college. B.Ed.Spl.Ed. Curriculum-2015 Page 188

189 Semester - IV E 1: Cross disability & inclusion Hours: 120 Credits:4+1 Marks: 100 Sl. Tasks for the Student- Disability Educational Hrs. No. of Lessons No. teachers Focus Setting 1.1 Classroom Observation Other than ID Special schools 10 Observation of all for other subjects at disabilities different level, minimum 10 School Periods Any Disability Inclusive Schools 10 Observation of all subject at different level, minimum 10 School Periods 1.2 a. Lesson planning and Any Disability 20 lessons Other than ID execution on different Eg: HI/VI levels for selected Special schools for other subjects disabilities/ a. Languages Resource Room/ b. Non Languages Inclusive Schools 60 (10 Language & hrs 10 Non-language) 1.3 Any Disability Special schools Remedial hrs lessons Other than ID for other (10 Language & Disabilities//Inclus ive Schools 10 Non-language) a. Individualised Remedial Teaching a. Languages b. Non Languages F 2: Internship - Other Disability Special School Hours: 120 Credits:4+1 Marks: 100 Sl. Tasks for the Student- Disability Set up No. of Lessons No. teachers Focus 1 Classroom Teaching Any Disability Special schools for Minimum 30 Lessons Other than ID other disabilities (out of 30 atleast B.Ed.Spl.Ed. Curriculum-2015 Page 189

190 2 Remedial Teaching 10 lessons should be ICT based) Any Disability other than Major Disability Special School 1 Case F 3: Inclusive School Hours: 120 Credits: 4+1 Marks: 100 Sl. Tasks for the Student- Disability Set up No. of Lessons No. teachers Focus 1 Classroom Teaching Inclusive School Minimum 30 Lessons Any Disability Other than ID 1 IEP on daily basis Minimum of four weeks should be allocated for School attachment/ Internship and reflected in the time table and should cover Tasks specified under E-1, F-2 and F-3 with sufficient time for teaching to acquire Pedagogical competence to deal with school subjects chosen and related activities for whole class as well as children with disabilities in different education settings. A suggestive framework is given below: Area Cross Disability Other disability Inclusive Education Classroom Observation Semester-IV (2days 10hrs) A4 & A5 Pedagogy Semester IV Semester IV Subject 1&2 (12 days days- 60 Hrs) (2 days-12 Hrs) Semester-IV Semester-IV Indivisualized Remedial Teaching (12 days days-40 Hrs) (2 days-12 Hrs) F-2 & F-3 Semester- III Semester- IV Semester- IV Internship (24 days-120 Hrs) (24 days-120 Hrs) (24 days-120 Hrs) It may be noted: B.Ed.Spl.Ed. Curriculum-2015 Page 190

191 AREA- D ENHANCEMENT OF PROFESSIONAL CAPACITIES (EPC) (Wherever applicable specific reference to disability will be focused) D17 D18 D19 Reading and Reflecting on Texts Drama and Art in Education Basic Research & Basic Statistic B.Ed.Spl.Ed. Curriculum-2015 Page 191

192 READING AND REFLECTING ON TEXTS Course code: D 17 Credits: 02 Contact Hours: 30 Marks: 50 Introduction One of the core areas that schools focus upon is age appropriate and fluent literacy skills. Hence, aspirant graduates who intend to make career in education must be good readers and good writers (in literally sense). Due to several reasons a student teacher like you may not have adequate skills, interest and motivation for reading and writing. Here is a skill based and activity oriented course designed to give you an opportunity to look at reading writing seriously, relearn it as a professional activity, apply it for students with special needs and enjoy it like never before. Objectives After completing the course student-teachers will be able to Reflect upon current level of literacy skills of the self. Show interest and begin working upon basic skills required to be active readers in control of own comprehension. Show interest and begin working upon basic skills required to be independent writers understanding adequate intent, audience and organization of the content. Prepare self to facilitate good reading writing in students across the ages. Find reading writing as learning and recreational tools rather than a course task. Unit 1: Reflections on Literacy 1.1 Literacy and Current University Graduates: Status and Concerns 1.2 Role of Literacy in Education, Career and Social Life 1.3 Literacy, Thinking and Self Esteem 1.4 Literacy of Second Language/ English: Need and Strategies 1.5 Basic Braille Literacy Unit 2: Reflections on Reading Comprehension 2.6 Practicing Responses to Text: Personal, Creative and Critical 2.7 Meta Cognitive Awareness of Reading Processes and Strategies Applied for Meaning Making 2.8 Developing Good Reading Skills and Habits in Primary Level Students: Activities and Strategies 2.9 Basic Understanding of Reading Comprehension of Children with Disabilities Unit 3: Skill Development in Responding to Text 3.1 Indicators of Text Comprehension: Retelling, Summarizing, Answering, Predicting, Commenting and Discussing B.Ed.Spl.Ed. Curriculum-2015 Page 192

193 3.2 Practicing Responding to Text (Using The Indicators) for Recreational Reading Material (Narrations) and School Textbooks (Description) 3.3 Practicing Responding to Text (Using The Indicators) for Reports, Policy Documents and News (Expositions) and Editorial, Academic Articles, Advertisement Copy, Resume (Argumentation) 3.4 Practicing Web Search, Rapid Reading and Comprehensive Reading Unit 4: Reflecting Upon Writing as a Process and Product 4.1 Understanding writing as a Process: Content (Intent, Audience and Organization) 4.2 Understanding writing as a Process: Language (Grammar, Vocabulary, Spelling) 4.3 Understanding writing as a Process: Surface Mechanics (Handwriting, Neatness, Alignment and Spacing) 4.4 Practicing Self Editing and Peer Editing of Sample Texts 4.5 Practicing Evaluating Students Writing Using Parameters: Productivity, Correctness, Complexity, Text Organization and Literary Richness Unit 5: Practicing Independent Writing 5.4 practicing Writing: Picture Description/ Expansion of Ideas/ Essays/ Stories 5.5 Practicing Daily Leaving Writing: Applications/ Agenda - Minutes/ Note Taking 5.6 Practicing Converting Written Information into Graphical Representation 5.7 Practicing Filling up Surveys, Forms, Feedback Responses, Checklists 5.8 Reflections on the Course: From Theory to Practice to Initiating Process to Improve Self Course Work/ Practical/ Field Engagement Have a peer editing of independently written essays and discuss your reflections upon this experience Prepare a feedback form for parents and for teachers focussing on differences in the two forms due to different intent and audience Develop a short journal of graphical representation of 3 newspaper articles on school education using the options given in 2.4 Visit a book store for young children, go through the available reading material including exercise books, puzzles. etc. and make a list of useful material for developing early literacy skills Essential Readings Anderson, R., Hiebert, E., Scott, J., & Wilkinson, I. (1985). Becoming a Nation of Readers: The report of the commission on reading. Washington, DC: National Institute of Education and the Center for the Study of Reading. ASER report of 2015: Pratham Publication May, F. B. (2001). Unravelling the seven myths of reading. Allyn and Bacon: Boston B.Ed.Spl.Ed. Curriculum-2015 Page 193

194 McGregor, T. (2007). Comprehension Connections: Bridges to Strategic Reading. Heinemann Educational Books. Tovani, C., & Keene.E.O. (2000). I Read It, but I Don't Get It: Comprehension Strategies for Adolescent Readers. Stenhouse Publishers Soundarapandian, M. (2000). Literacy campaign in India. Discovery Publishing House: New Delhi. Suggested Readings Aulls, M. W. (1982). Developing readers in today's elementary school. Allyn and Bacon: Boston Baniel, A. (2012). Kids beyond limits. Perigee Trade: New York McCormick, S. (1999). Instructing students who have literacy problems.(3 rd ) Merrill: New Jersy Ezell, H., & Justice, L. (2005). Programmatic Research on Early Literacy: Several Key Findings. IES 3rd Annual Research Conference: American Speech Language & Hearing Association (ASHA). Frank, S. (1985). Reading without Nonsense. Teachers College Press, New York. Gallangher.K. (2004). Deeper Reading: Comprehending Challenging Texts. Stenhouse Publishers Heller, R. (1998). Communicate clearly. DK Publishing: New York. Luetke-Stahlman, B., & Nielsen, D. (2003). Early Literacy of Kindergartners with Hearing Impairment. High Beam May, F. B. (1998). Reading as communication. Merrill: New Jersy Miller. D. (2002). Reading With Meaning: Teaching Comprehension in the Primary Grades.Stenhouse Publishers, New York. Pandit, B., Suryawanshi, D. K., & Prakash, M. (2007). Communicative language teaching in English.Nityanutan Prakashan, Pune. Paul, P. V. (2009). Language and Deafness. Jones and Bartlett: Boston B.Ed.Spl.Ed. Curriculum-2015 Page 194

195 PERFORMING AND VISUAL ARTS Course code: D 18 Credits: 02 Contact Hours: 30 Marks: 50 Introduction India has an excellent historical backdrop as well as contemporary talents in the field of art. However, it is debatable whether the same has been translated into our school system effectively. Do most of our students get exposure to a variety of activities involving knowing, exploring and appreciating art? Most probably they do not. It is time that we take a fresh look at what art education is and what role it plays in school education. More than anything, art education is also expected to enhance learning. And do teachers know how to go about it to achieve it? Here is an opportunity to facilitate the art within you which in turn will reflect art in within students. For a student-teacher with disability appropriate learning alternatives are to be given by the college. For example, a candidate with blindness must get alternative learning opportunities and evaluative tasks for visual art or a candidate with deafness for music art if and when needed. Objectives After completing the course student-teachers will be able to Exhibit Basic understanding in art appreciation, art expression and art education. Plan and implement facilitating strategies for students with and without special needs. Discuss the adaptive strategies of artistic expression. Discuss how art can enhance learning. Unit 1: Introduction to art Education 1.1 Art and art education: Meaning, scope and difference 1.2 Artistic expression: Meaning and strategies to facilitate 1.3 Art therapy: Concept and application to students with and without disabilities 1.4 Linking Art Education with Multiple Intelligences 1.5 Understanding emerging expression of art by students Unit 2: Performing Arts: Dance and Music 2.1 Range of art activities related to dance and music 2.2 Experiencing, responding and appreciating dance and music 2.3 Exposure to selective basic skills required for dance and music 2.4 Dance and Music: Facilitating interest among students: planning and implementing activities 2.5 Enhancing learning through dance and music for children with and without special needs: Strategies and Adaptations B.Ed.Spl.Ed. Curriculum-2015 Page 195

196 Unit 3: Performing Arts: Drama 3.1 Range of art activities in drama 3.2 Experiencing, responding and appreciating drama 3.3 Exposure to selective basic skills required for drama 3.4 Drama: Facilitating interest among students: planning and implementing activities 3.5 Enhancing learning through drama for children with and without special needs: strategies and adaptations Unit 4: Visual Arts 5.6 Range of art activities in visual arts 5.7 Experiencing, responding and appreciating visual art 5.8 Exposure to selective basic skills in visual art 5.9 Art education: Facilitating interest among students: planning and implementing activities 5.10 Enhancing learning through visual art for children with and without special needs: strategies and adaptations Unit 5: Media and Electronic Arts 5.1 Range of art activities in media and electronic art forms 5.2 Experiencing, responding and appreciating media and electronic arts 5.3 Exposure to selective basic skills in media and electronic arts 5.4 Media and electronic arts: Facilitating interest among students: planning and implementing activities 5.5 Enhancing learning through media and electronic art for children with and without special needs: strategies and adaptations Course Work/ Practical/ Field Engagement hot seating activity for historical / contemporary personalities wherein students play the role of that personality to advocate his/her opinions/decisions/thought processes (for example, Akbar, Hitler, Galileo, Bhagat Singh etc) Portfolio submission of the basic skills exposed in any one of the art forms of choice Write a self reflective essay on how this course on art will make you a better teacher Learn and briefly explain how music notations are made. Submit a brief report OR learn and explain the concept of composition in visual art. Submit a brief report. OR make and submit a sample advertisement for a product OR Learn Mudras of a classical dance forms and hold a session for the students on that. Submit photo report of the same OR Carry out web search on Indian sculpture and submit a brief compilation Observe an art period in a special school and briefly write your reflections on it B.Ed.Spl.Ed. Curriculum-2015 Page 196

197 Essential Readings Finlay, Victoria. The brilliant History of Color in Art. Getty Publications, China. Shirley, Greenway. (2000). Art, an A to Z guide. Franklin Watts: USA Vaze, Pundalik. (1999). How to Draw and Paint Nature. Jyosna Prakashan: Mumbai Ward, Alan. (1993) Sound and Music. Franklin Watts: New York. Suggested Readings Baniel, Anat. (2012). Kids beyond limits. Perigee Trade: New York Beyer, E. London. (2000). The arts, popular culture and social change Efland, A. D. (1990). A history of Art Education: Intellectual and social currents in teaching the visual arts. New York, NY: Teachers College Press. Gair, S. B. (1980). Writing the arts into individualized educational programs. Art Education, 33(8), 8 11 Greene, S., & Hogan, D. (2005).Researching children's experience. Sage Publication: London Heller, R. (1999). Effective Leadership. DK Publishing: New York. Lewiecki-Wilson C. & B. J. Brueggemann (Eds.), Disability and the teaching of writing: A critical sourcebook. Boston, MA: Bedford/St. Martin's. Nyman, L.& A. M. Jenkins (Eds.), Issues and approaches to art for students with special needs (pp ). Reston, VA: National Art Education Association. B.Ed.Spl.Ed. Curriculum-2015 Page 197

198 BASIC RESEARCH AND STATISTICS Course code: D 19 Credits: 02 Contact Hours: 30 Marks: 50 Objectives After completing the course student-teachers will be able to Describe the concept and relevance of research in education and special education. Develop an understanding of the research process and acquire competencies for conducting a research. Apply suitable measures for data organization and analysis. Unit 1: Introduction to Research 1.1 Scientific Method 1.2 Research: Concept and Definition 1.3 Application of Scientific Method In Research 1.4 Purpose of Research 1.5 Research in Education and Special Education Unit 2: Types and Process of Research 2.1 Types of Research - Basic/Fundamental - Applied - Action 2.2 Process of Research - Selection of Problem - Formulation of Hypothesis - Collection of Data - Analysis of Data & Conclusion 2.3 Tools of Research: Tests, Questionnaire, Checklist and Rating Scale 2.4 Action Research in Teaching Learning Environment 2.5 Professional Competencies for Research Unit 3: Measurement and Analysis of Data 3.1 Scale for measurement: Nominal, Ordinal, Interval and Ratio 3.2 Organization of data: Array, Grouped distribution 3.3 Measures of central tendency and Dispersion: Mean, Median and Mode, Standard deviation and Quartile deviation 3.4 Correlation: Product Moment and Rank Order Correlation 3.5 Graphic representation of data B.Ed.Spl.Ed. Curriculum-2015 Page 198

199 Practicum/ Field Engagement Develop a teacher made test for a given subject matter Develop a questionnaire/checklist Develop an outline for conducting action research Essential Readings Best, J. W., & Kahn, J. V. (1996). Research in Education Prentice-Hall of India New Delhi. Dooley, D. (1997). Social Research Methods. Prentice-Hall of India, New Delhi. Grewal, P.S. (1990). Methods of Statistical Analysis. Sterling Publishers, New Delhi. Guptha, S. (2003). Research Methodology and Statistical Techniques. Deep & Deep Publishing, New Delhi. Koul, L. (1996). Methodology of Educational Research. Vikas Publishing House, New Delhi. Potti, L.R. (2004). Research Methodology. Yamuna Publications, Thiruvananathapuram. Suggested Readings Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Academic Press, New York. Greene, S., & Hogan, D. (2005). Researching children's experience. Sage Publication: London. B.Ed.Spl.Ed. Curriculum-2015 Page 199